Reference : Validating PISA 2015 collaborative problem solving by face-to-face, self-, and teache...
Scientific congresses, symposiums and conference proceedings : Unpublished conference
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/35417
Validating PISA 2015 collaborative problem solving by face-to-face, self-, and teacher report collaboration measures.
English
Herborn, Katharina mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Niepel, Christoph mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Mustafic, Maida mailto [University of Applied Sciences Northwestern Switzerland]
Greiff, Samuel mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Apr-2018
Herborn, K., Niepel, C., Mustafic, M., & Greiff, S. (2018, April). Validating PISA 2015 collaborative problem solving by face-to-face, self-, and teacher report collaboration measures. In Q. He & M. Mustafic (Eds.), Assessments of collaborative problem solving and implications for PISA 2015. Symposium at the Annual Meeting of the National Council on Measurement in Education in New York, USA, 12.04.-16.04.2018.
Yes
International
National Council on Measurement in Education
12-04-2018
USA
http://hdl.handle.net/10993/35417

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