| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
All good readers are the same, but every low-skilled reader is different: an eye-tracking study using PISA data
|
Krstić, Ksenija
|
|
2018
|
33 |
3 |
p. 521-541
|
article
|
| 2 |
Dialogical PISA: correct answers are all alike, every incorrect answer is incorrect in its own way
|
Baucal, Aleksandar
|
|
2018
|
33 |
3 |
p. 467-487
|
article
|
| 3 |
Errare humanum est! A socio-psychological approach to a “Climbing Mount Fuji” PISA question
|
Selleri, Patrizia
|
|
2018
|
33 |
3 |
p. 489-504
|
article
|
| 4 |
Italian students’ results in the PISA mathematics test: does reading competence matter?
|
Ajello, Anna Maria
|
|
2018
|
33 |
3 |
p. 505-520
|
article
|
| 5 |
Observing response processes with eye tracking in international large-scale assessments: evidence from the OECD PIAAC assessment
|
Maddox, Bryan
|
|
2018
|
33 |
3 |
p. 543-558
|
article
|
| 6 |
Policy impact of PISA on mathematics education: the case of Norway
|
Nortvedt, Guri A.
|
|
2018
|
33 |
3 |
p. 427-444
|
article
|
| 7 |
Promoting teaching, learning and informed decision-making through the lenses of international large-scale assessment: looking beyond numbers
|
Säljö, Roger
|
|
2018
|
33 |
3 |
p. 419-426
|
article
|
| 8 |
Teachers’ reflection on PISA items and why they are so hard for students in Serbia
|
Radišić, Jelena
|
|
2018
|
33 |
3 |
p. 445-466
|
article
|
Journal description