Assessing multimodal reading comprehension in STEM education: a Rasch model approach

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Detalles Bibliográficos
Publicado en:	Language Testing in Asia vol. 15, no. 1 (Dec 2025), p. 74
Autor Principal:	Kurniasih, Nia
Outros autores:	Rahmansyah, Sutiadi, Nuriman, Harry, Roza, Prima, Nurhayati, Iis Kurnia, Hidayat, Esa Fajar
Publicado:	Springer Nature B.V.
Materias:	Reading comprehension Literacy Students Mathematics Language proficiency Science and technology Responses College students Comprehension Rasch model Metacognition Learning environment Distance learning Multimedia Hypotheses Quantitative psychology Science education Second language reading Classical test theory Case studies Linguistics Multimodality STEM education Higher education Teaching Mathematics education Competence Education Science Vocabulary Scientific technical language Technology education Second language learning English proficiency Semiotics Multilingualism Reading Tests Literature Reviews Educational Research Active Learning Intellectual Disciplines Cognitive Processes Confidentiality Educational Theories Educational Assessment Language Processing Learner Engagement English Critical Reading Reading Skills Language Skills Inferences English Curriculum Electronic Learning Data Analysis English Learners Difficulty Level Linguistic Theory
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