I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
,
p
p
.
963
~
970
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v9
i
4
.
2
0
5
4
2
963
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Dev
elo
ping
an a
ss
ess
ment
framewo
rk of mul
tidimens
io
na
l
scientifi
c comp
e
te
ncies
Sa
s
im
a
I
nta
s
o
i
1
,
P
utc
ha
re
e
J
un
peng
2
,
K
eo
w
Ng
a
ng
T
a
ng
3
,
J
a
t
up
hu
m
K
et
cha
t
t
ura
t
4
,
Y
ida
n Z
ha
ng
5
,
M
a
rk
Wils
o
n
6
1,
2,
4
F
a
c
u
l
ty
o
f
E
d
u
c
a
ti
o
n
,
K
h
o
n
K
a
e
n
Un
iv
e
rsit
y
,
T
h
a
il
a
n
d
3
In
stit
u
te f
o
r
Re
se
a
rc
h
a
n
d
De
v
e
lo
p
m
e
n
t
i
n
Tea
c
h
i
n
g
P
ro
fe
ss
io
n
fo
r
ASE
AN
,
Kh
o
n
Ka
e
n
U
n
iv
e
rsit
y
,
Th
a
il
a
n
d
5,
6
G
ra
d
u
a
te S
c
h
o
o
l
o
f
Ed
u
c
a
ti
o
n
,
Un
iv
e
rsity
o
f
Ca
li
f
o
rn
ia,
Un
it
e
d
S
tate
s
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Feb
18
,
2
0
2
0
R
ev
is
ed
Sep
2
5
,
2
0
2
0
Acc
ep
ted
Oct
30
,
2
0
2
0
Th
e
stu
d
y
a
ime
d
to
d
e
v
e
lo
p
a
n
d
v
a
li
d
a
te
a
n
a
ss
e
ss
m
e
n
t
fra
m
e
wo
rk
o
f
m
u
lt
id
ime
n
si
o
n
a
l
sc
ien
ti
fic
c
o
m
p
e
ten
c
ies
fo
r
se
v
e
n
t
h
-
g
ra
d
e
stu
d
e
n
ts
in
t
h
e
n
o
rt
h
e
a
ste
rn
re
g
io
n
o
f
T
h
a
il
a
n
d
.
A
to
tal
o
f
2
8
9
sa
m
p
les
with
t
h
re
e
d
iffere
n
t
sc
ien
ti
fic
c
o
m
p
e
ten
c
y
lev
e
ls
we
r
e
ra
n
d
o
m
ly
se
lec
ted
t
o
p
a
rti
c
i
p
a
te
a
s
tes
t
-
tak
e
rs.
Th
e
d
e
sig
n
-
b
a
se
d
re
se
a
rc
h
e
n
c
o
m
p
a
ss
in
g
f
o
u
r
p
h
a
se
s
o
f
t
h
e
c
o
n
stru
c
t
m
o
d
e
ll
in
g
a
p
p
ro
a
c
h
,
n
a
m
e
ly
c
o
n
stru
c
t
m
a
p
s,
i
tem
d
e
sig
n
,
o
u
tc
o
m
e
sp
a
c
e
,
a
n
d
Wr
i
g
h
t
m
a
p
.
M
u
lt
id
ime
n
si
o
n
a
l
Ra
n
d
o
m
Co
e
fficie
n
t
M
u
lt
i
n
o
m
ial
Lo
g
i
t
m
o
d
e
l
wa
s
e
m
p
lo
y
e
d
to
e
x
a
m
in
e
th
e
q
u
a
li
ty
o
f
th
e
c
re
a
ted
a
ss
e
ss
m
e
n
t
fra
m
e
wo
rk
o
f
m
u
lt
i
d
ime
n
sio
n
a
l
s
c
ien
ti
fic
c
o
m
p
e
ten
c
ies
.
T
h
e
re
su
l
ts
sh
o
we
d
th
a
t
sc
ien
ti
f
ic
c
o
m
p
e
te
n
c
e
is
c
o
m
p
rise
d
o
f
th
re
e
d
ime
n
sio
n
s,
n
a
m
e
ly
e
x
p
lai
n
p
h
e
n
o
m
e
n
a
sc
ien
ti
fica
ll
y
,
e
v
a
lu
a
t
e
a
n
d
d
e
sig
n
sc
ien
ti
fic i
n
q
u
iry
,
a
n
d
in
terp
re
t
d
a
ta
a
n
d
e
v
i
d
e
n
c
e
sc
ien
ti
fica
ll
y
.
Eac
h
d
ime
n
si
o
n
c
a
n
b
e
fu
rt
h
e
r
c
a
teg
o
rize
d
in
to
fo
u
r
lev
e
ls.
Th
e
a
ss
e
ss
m
e
n
t
fra
m
e
wo
rk
c
o
n
sists
o
f
1
6
it
e
m
s.
T
h
e
re
su
lt
s
re
v
e
a
led
th
a
t
th
e
re
is
v
a
li
d
it
y
e
v
i
d
e
n
c
e
re
g
a
rd
i
n
g
in
tern
a
l
str
u
c
tu
r
e
b
a
se
d
o
n
th
e
c
o
m
p
a
riso
n
o
f
th
e
m
o
d
e
l
fi
t
a
n
d
Wr
ig
h
t
m
a
p
.
M
o
re
o
v
e
r,
r
e
su
lt
s
a
lso
in
d
ica
ted
th
a
t
th
e
re
li
a
b
il
it
y
e
v
id
e
n
c
e
a
n
d
it
e
m
fit
a
re
c
o
m
p
li
a
n
c
e
with
th
e
q
u
a
li
t
y
o
f
t
h
e
a
ss
e
ss
m
e
n
t
fra
m
e
wo
rk
a
s
re
v
e
a
led
in
th
e
a
n
a
l
y
sis
o
f
sta
n
d
a
rd
e
rro
r
o
f
m
e
a
su
re
m
e
n
t
a
n
d
i
n
fit
a
n
d
o
u
tfi
t
o
f
t
h
e
it
e
m
s.
I
t
c
a
n
b
e
c
o
n
c
lu
d
e
d
th
a
t
th
e
a
ss
e
ss
m
e
n
t
fra
m
e
wo
rk
is
c
u
rre
n
tl
y
p
re
v
a
len
t
t
o
a
ss
e
ss
th
e
sc
ien
ti
fic
c
o
m
p
e
ten
c
ies
o
f
se
v
e
n
t
h
-
g
ra
d
e
st
u
d
e
n
ts.
K
ey
w
o
r
d
s
:
Ass
es
s
m
en
t f
r
am
ewo
r
k
C
o
n
s
tr
u
ct
m
o
d
elin
g
I
tem
d
esig
n
Mu
ltid
im
en
s
io
n
al
m
o
d
el
Scien
tific
co
m
p
eten
cies
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Pu
tch
ar
ee
J
u
n
p
e
n
g
,
Facu
lty
o
f
E
d
u
ca
tio
n
,
Kh
o
n
Kae
n
Un
i
v
er
s
ity
,
1
2
3
Mitr
ap
h
ap
R
o
ad
,
A.
Mu
a
n
g
,
Kh
o
n
Kae
n
4
0
0
0
2
,
T
h
ailan
d
.
E
m
ail:
jp
u
tch
a@
k
k
u
.
ac
.
th
1.
I
NT
RO
D
UCT
I
O
N
Scien
ce
lear
n
in
g
is
a
d
is
co
v
er
y
p
r
o
ce
s
s
to
f
i
n
d
o
u
t
a
b
o
u
t
th
e
n
atu
r
e
s
y
s
tem
atica
lly
a
n
d
it
is
an
ac
tiv
ity
to
lear
n
th
e
u
n
iv
er
s
al
f
o
r
m
s
an
d
ev
en
ts
[
1
]
.
Scien
ce
lear
n
in
g
aim
s
to
d
ev
elo
p
s
k
ills
an
d
cr
ea
tiv
ity
b
ased
o
n
s
cien
tific
k
n
o
wled
g
e
r
elev
an
t
to
ev
er
y
d
ay
life
a
n
d
d
ec
is
io
n
-
m
ak
in
g
f
o
r
p
r
o
b
l
em
-
s
o
lv
in
g
[
2
,
3
]
.
T
h
er
ef
o
r
e,
s
cien
tific
co
m
p
ete
n
cy
r
e
q
u
ir
es
n
o
t
ju
s
t
k
n
o
wled
g
e
o
f
th
e
s
cien
ce
co
n
ce
p
ts
b
u
t
also
k
n
o
wled
g
e
o
f
co
m
m
o
n
p
r
o
ce
d
u
r
es
an
d
p
r
a
ctice
s
ass
o
ciate
d
with
s
cien
t
if
ic
in
q
u
ir
y
,
an
d
h
o
w
th
ese
en
ab
le
s
cien
ce
to
ad
v
an
ce
[
4
,
5
]
.
Ma
n
y
o
f
th
e
c
h
allen
g
es
o
f
th
e
2
1
s
t
-
ce
n
tu
r
y
s
cien
ce
ed
u
ca
tio
n
will
r
eq
u
ir
e
teac
h
er
s
to
p
r
o
v
id
e
in
n
o
v
ativ
e
s
o
lu
tio
n
s
th
at
h
av
e
a
b
asis
in
s
cien
tific
th
in
k
i
n
g
an
d
s
cien
tific
d
is
co
v
er
y
in
th
eir
tea
ch
in
g
an
d
ass
es
s
m
en
ts
[
5
]
.
A
s
cien
tific
co
m
p
eten
cy
ass
ess
m
en
t
f
r
am
ewo
r
k
is
s
ig
n
if
ica
n
tly
r
elev
a
n
t
to
th
e
ch
allen
g
es
b
ec
au
s
e
it c
an
p
r
o
v
id
e
c
r
iter
ia
to
ju
d
g
e
t
h
e
p
r
o
g
r
ess
o
f
s
tu
d
e
n
ts
’
lear
n
in
g
[
6
].
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
9
6
3
-
9
7
0
964
T
h
e
Pro
g
r
am
f
o
r
I
n
ter
n
atio
n
al
Stu
d
en
t
Ass
e
s
s
m
en
t
(
PIS
A)
s
cien
ce
f
r
am
ewo
r
k
d
ef
in
e
d
s
cien
tific
co
m
p
eten
cies
as
ab
ilit
ies
to
e
n
g
ag
e
with
s
cien
ce
-
r
elate
d
is
s
u
es,
an
d
with
th
e
id
ea
s
o
f
s
cien
ce
,
as
a
r
ef
lectiv
e
in
d
iv
id
u
al.
A
s
cien
tific
ally
liter
ate
s
tu
d
en
t
is
wi
llin
g
to
e
n
g
ag
e
in
r
ea
s
o
n
e
d
d
is
co
u
r
s
e
ab
o
u
t
s
cien
ce
an
d
tech
n
o
lo
g
y
,
wh
ich
r
eq
u
ir
es
th
e
co
m
p
eten
cies
in
th
r
ee
d
im
e
n
s
io
n
s
,
n
am
ely
,
ex
p
lain
p
h
en
o
m
en
a
s
cien
tific
ally
(
E
S),
in
ter
p
r
et
d
ata
an
d
ev
id
e
n
ce
s
cien
tific
ally
(
I
E
)
,
an
d
ev
alu
ate
an
d
d
esig
n
s
cien
tific
in
q
u
ir
y
(
E
D)
[
7
]
.
E
S
d
im
en
s
io
n
m
ea
n
s
s
tu
d
en
ts
ca
n
r
ec
o
g
n
ize,
o
f
f
er
,
an
d
e
v
alu
ate
ex
p
lan
atio
n
s
f
o
r
a
r
an
g
e
o
f
n
a
tu
r
al
tech
n
o
lo
g
ical
p
h
en
o
m
en
a.
E
D
d
im
en
s
io
n
is
d
ef
in
e
d
as
s
tu
d
en
ts
ca
n
d
es
cr
ib
e
an
d
ap
p
r
aise
s
cien
tific
in
v
esti
g
atio
n
s
,
an
d
p
r
o
p
o
s
e
way
s
o
f
ad
d
r
ess
in
g
q
u
esti
o
n
s
s
cien
tific
ally
.
I
E
d
i
m
en
s
io
n
r
ef
er
s
t
o
s
tu
d
e
n
ts
wh
o
ca
n
an
al
y
ze
an
d
ev
alu
ate
claim
s
an
d
ar
g
u
m
en
t
s
in
a
v
ar
iety
o
f
r
ep
r
esen
tatio
n
s
an
d
d
r
aw
ap
p
r
o
p
r
iate
s
cien
tific
co
n
clu
s
io
n
s
[
7
]
.
An
ass
ess
m
en
t
f
r
am
ewo
r
k
o
f
s
cien
tific
co
m
p
eten
cy
is
im
p
o
r
tan
t
to
s
cien
ce
teac
h
er
s
b
ec
au
s
e
th
ey
ca
n
u
s
e
th
e
r
esu
lt
s
to
f
i
n
d
a
co
n
g
r
u
en
t
lin
e
b
etwe
en
th
e
lear
n
in
g
ac
tiv
ities
th
at
s
tu
d
en
ts
ca
r
r
y
o
u
t
i
n
th
e
class
r
o
o
m
an
d
h
o
w
th
ey
a
r
e
b
ein
g
ev
al
u
ated
.
A
co
m
m
o
n
m
is
tak
e
is
th
e
g
ap
m
ay
e
x
is
t
b
etwe
en
wh
at
th
e
teac
h
er
s
ex
p
ec
t
s
tu
d
en
ts
to
lear
n
an
d
th
e
ass
es
s
m
en
t
f
r
am
ewo
r
k
to
e
n
s
u
r
e
th
e
s
tu
d
en
ts
ac
q
u
ir
e
th
e
co
m
p
eten
cies
d
ef
i
n
ed
[
8
]
.
T
h
is
s
tu
d
y
aim
ed
to
d
e
v
elo
p
a
s
o
u
n
d
ass
ess
m
en
t
f
r
am
ewo
r
k
to
ex
am
i
n
e
s
ev
en
-
g
r
ad
e
s
tu
d
e
n
ts
’
s
cien
tific
co
m
p
eten
cies
in
th
r
ee
d
im
en
s
io
n
s
ad
o
p
te
d
f
r
o
m
th
e
PISA
s
cien
ce
f
r
am
ewo
r
k
,
n
am
ely
E
S,
E
D,
a
n
d
I
E
.
T
h
e
s
tu
d
y
is
tim
ely
an
d
im
p
o
r
t
an
t
to
d
is
co
v
er
b
ec
au
s
e
th
e
r
esu
lts
will
p
r
o
v
id
e
ev
id
en
ce
o
f
th
e
q
u
ality
ass
ess
m
en
t
f
r
am
ewo
r
k
i
n
ter
m
s
o
f
its
v
alid
ity
a
n
d
r
eliab
ilit
y
in
th
e
ac
tu
al
s
cien
ce
class
r
o
o
m
co
n
tex
t.
2.
RE
S
E
ARCH
M
E
T
H
O
D
R
esear
ch
er
s
esp
o
u
s
ed
th
e
co
n
s
tr
u
ct
m
o
d
elin
g
ap
p
r
o
ac
h
[
9
-
1
1
]
an
d
d
esig
n
-
b
ased
r
esear
ch
m
eth
o
d
[
12
-
1
4
]
to
d
e
v
elo
p
th
e
ass
es
s
m
en
t
f
r
am
ewo
r
k
s
o
-
c
alled
Mu
ltid
im
en
s
io
n
al
Scien
tific
C
o
m
p
eten
cies
Fra
m
ewo
r
k
.
He
n
ce
,
Mu
ltid
i
m
en
s
io
n
al
R
an
d
o
m
C
o
ef
f
icie
n
ts
Mu
ltin
o
m
ial
L
o
g
it
Mo
d
e
l
(
MRC
ML
M)
was
u
s
ed
to
v
alid
ate
th
e
q
u
ality
o
f
th
e
Mu
ltid
im
en
s
io
n
al
Scien
tifi
c
C
o
m
p
eten
cies Fr
am
ewo
r
k
.
2
.
1
.
Sa
m
ples
o
f
t
he
re
s
ea
rc
h
Owin
g
to
r
esear
ch
er
s
u
tili
ze
d
an
MRC
ML
M
to
an
aly
ze
th
e
q
u
ality
o
f
Mu
ltid
im
en
s
io
n
al
Scien
tific
C
o
m
p
eten
cies
Fra
m
ewo
r
k
s
u
f
f
icien
t
s
am
p
les
s
h
o
u
ld
b
e
t
ak
en
in
to
co
n
s
id
er
atio
n
[
1
5
,
1
6
]
.
T
h
e
r
eq
u
ir
ed
s
am
p
le
s
ize
f
o
r
est
im
atio
n
o
f
item
p
ar
am
eter
s
in
th
e
R
a
s
ch
-
f
am
ily
m
o
d
els
is
1
0
0
to
p
r
o
v
id
e
ac
cu
r
ate
p
ar
am
eter
esti
m
ates
[
1
7
-
20
]
.
A
to
tal
o
f
2
8
9
s
ev
en
th
-
g
r
ad
e
s
tu
d
en
ts
with
th
r
ee
d
if
f
er
e
n
t
s
cien
tific
co
m
p
eten
c
y
lev
els
f
r
o
m
s
ch
o
o
ls
in
th
e
n
o
r
th
ea
s
ter
n
r
eg
io
n
o
f
T
h
ailan
d
wer
e
s
elec
ted
u
s
in
g
s
tr
atif
ied
r
an
d
o
m
s
am
p
lin
g
tech
n
iq
u
es
as
test
-
tak
er
s
.
T
h
e
th
r
ee
d
if
f
er
e
n
t
s
cien
tific
co
m
p
eten
c
y
lev
els
wer
e
id
en
tifie
d
u
s
in
g
Pu
r
e
Su
b
s
tan
ce
C
o
n
ce
p
t T
est.
2
.
2
.
M
ultid
im
ens
io
na
l
ra
nd
o
m
co
ef
f
icient
s
m
ultino
m
ia
l lo
g
it
m
o
del
(
M
RCML
M
)
MRC
ML
M
is
a
m
u
ltid
im
en
s
i
o
n
al
R
asch
-
ty
p
e
item
r
esp
o
n
s
e
m
o
d
el
wh
ich
is
an
em
p
h
asis
o
n
th
e
in
ter
ac
tio
n
tech
n
iq
u
e
b
etwe
en
test
-
tak
er
s
an
d
test
[
15
]
.
T
h
e
MRC
ML
M
is
d
ev
elo
p
ed
in
a
f
o
r
m
th
at
p
e
r
m
its
g
en
er
aliza
tio
n
t
o
th
e
m
u
ltid
i
m
en
s
io
n
al
ca
s
e
o
f
a
wid
e
cla
s
s
o
f
R
asch
m
o
d
els.
T
h
e
e
x
a
m
in
atio
n
r
esu
lt
o
f
an
an
s
wer
is
to
es
tim
ate
th
e
s
tu
d
e
n
t’
s
ab
ilit
y
p
ar
am
eter
s
in
m
u
ltip
le
d
im
en
s
io
n
s
[
2
1
]
.
B
y
d
ev
e
lo
p
in
g
an
item
ca
n
m
ea
s
u
r
e
m
o
r
e
th
an
o
n
e
c
h
a
r
a
cter
is
tic
to
s
h
o
w
th
e
v
ar
io
u
s
ab
ilit
ies
o
f
s
tu
d
en
ts
.
An
o
th
er
k
ey
asp
ec
t
o
f
th
e
MRC
ML
M
i
s
th
e
m
ea
s
u
r
em
e
n
t
m
o
d
el
f
o
r
ex
m
in
i
n
g
th
e
th
e
q
u
ality
in
s
tr
u
m
en
t
in
ter
m
s
o
f
its
v
alid
ity
a
n
d
r
eliab
ilit
y
.
2
.
3
.
Resea
rc
h pro
ce
du
re
T
h
e
r
esear
ch
p
r
o
ce
d
u
r
e
c
o
n
s
is
ted
o
f
f
o
u
r
p
h
ases
.
R
esear
ch
er
s
s
tar
ted
to
in
v
esti
g
ate
s
ev
e
n
th
-
g
r
a
d
e
s
tu
d
en
ts
’
s
cien
tific
co
m
p
eten
c
ies
af
ter
h
av
in
g
s
ev
er
al
co
m
p
r
eh
en
s
iv
e
d
is
cu
s
s
io
n
s
with
s
cien
ce
teac
h
er
s
ab
o
u
t
th
e
co
r
e
cu
r
r
ic
u
lu
m
i
n
th
e
b
asic
ed
u
ca
tio
n
2
0
0
8
(
r
ev
is
ed
ed
itio
n
i
n
2
0
1
7
)
in
th
e
f
i
r
s
t
p
h
ase.
T
h
e
m
ain
em
p
h
asis
o
f
t
h
e
d
is
cu
s
s
io
n
s
was
r
elate
d
to
th
e
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
,
is
s
u
es,
a
n
d
d
is
cr
ep
an
cies
o
f
s
cien
tific
co
m
p
eten
cies
c
o
m
p
ar
ed
to
th
e
s
tan
d
ar
d
s
o
f
th
e
T
h
ai
n
atio
n
al
co
r
e
c
u
r
r
icu
lu
m
.
Data
was
co
llected
u
s
in
g
th
e
in
ter
v
iew
m
eth
o
d
a
n
d
r
ely
i
n
g
o
n
T
h
in
k
-
alo
u
d
tech
n
iq
u
es.
T
h
e
in
ter
v
iew
r
esu
lts
f
r
o
m
t
h
e
f
ir
s
t
p
h
ase
r
ev
ea
led
th
e
am
o
u
n
t
o
f
s
cie
n
tific
co
m
p
ete
n
cy
ac
h
iev
em
e
n
t
at
th
e
e
n
d
o
f
ea
ch
u
n
it
i
n
g
en
e
r
al,
teac
h
e
r
s
’
ess
en
tial
f
ee
d
b
ac
k
o
n
s
tu
d
en
t
s
’
s
cien
tific
co
m
p
eten
cy
lev
e
ls
th
at
co
n
tr
ib
u
t
in
g
to
s
cien
c
e
lear
n
in
g
,
an
d
th
e
p
r
o
b
lem
s
o
f
cr
ea
tin
g
ass
ess
m
e
n
t
to
o
l.
R
esear
ch
er
s
f
o
u
n
d
th
a
t
o
n
e
o
f
th
e
m
o
s
t
ef
f
ec
tiv
e
to
o
l
s
u
s
ed
b
y
teac
h
er
s
in
ass
ess
in
g
th
e
q
u
a
n
tity
an
d
q
u
ality
o
f
s
tu
d
e
n
ts
’
s
cien
tific
co
m
p
eten
cies is a
test
.
B
ased
o
n
th
e
r
esu
lts
f
r
o
m
t
h
e
f
ir
s
t
p
h
ase,
r
esear
ch
er
s
co
n
tin
u
ed
to
co
llab
o
r
ate
with
s
cien
c
e
teac
h
er
s
to
cr
ea
te
th
e
co
n
s
tr
u
ct
m
ap
co
n
s
is
tin
g
o
f
f
o
u
r
co
n
s
tr
u
ct
lev
e
ls
(
L
o
w,
B
as
ic,
I
n
ter
m
ed
iate,
an
d
Hig
h
)
f
o
r
ea
ch
d
im
en
s
io
n
o
f
s
cien
tific
co
m
p
eten
cies
(
E
S,
I
E
,
an
d
E
D)
to
f
it
th
e
ac
tu
al
s
cien
ce
cla
s
s
r
o
o
m
co
n
tex
t
in
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Dev
elo
p
in
g
a
n
a
s
s
ess
men
t fra
mewo
r
k
o
f m
u
ltid
imen
s
io
n
a
l scien
tifi
c
co
mp
eten
cies
(
S
a
s
ima
I
n
ta
s
o
i
)
965
s
ec
o
n
d
p
h
ase.
R
esear
ch
er
s
d
e
v
elo
p
ed
th
e
c
o
n
s
tr
u
ct
m
ap
s
o
f
th
e
th
r
ee
s
cien
tific
co
m
p
eten
cy
d
im
en
s
io
n
s
b
y
ad
o
p
tin
g
PISA
f
o
r
Dev
elo
p
m
e
n
t Scie
n
ce
Fra
m
ewo
r
k
2
0
1
7
[
7
]
.
B
ased
o
n
th
e
r
esu
lts
o
f
s
ec
o
n
d
p
h
ase,
r
esear
ch
er
s
co
n
tin
u
ed
to
d
esig
n
th
e
task
s
an
d
item
s
t
o
d
ev
el
o
p
an
ass
ess
m
en
t
f
r
am
ewo
r
k
.
T
h
is
ass
e
s
s
m
en
t
f
r
am
ewo
r
k
is
a
p
r
o
to
ty
p
e
co
n
s
is
tin
g
o
f
1
6
it
em
s
,
n
am
ely
s
ev
en
item
s
o
f
E
S
d
im
en
s
io
n
,
f
o
u
r
item
s
o
f
E
D
d
im
en
s
io
n
,
an
d
f
iv
e
item
s
o
f
th
e
I
E
d
im
en
s
io
n
.
T
h
e
ass
ess
m
en
t
f
r
am
ewo
r
k
was
d
e
v
elo
p
ed
r
e
f
er
r
in
g
to
T
h
ailan
d
’
s
b
asic
e
d
u
ca
tio
n
co
r
e
cu
r
r
icu
lu
m
2
0
0
8
(
r
e
v
is
ed
2
0
1
7
)
o
f
p
h
y
s
ical
s
cien
ce
s
tan
d
ar
d
a
n
d
em
p
lo
y
ed
p
o
ly
to
m
o
u
s
s
co
r
i
n
g
.
B
esid
es,
ea
ch
item
ca
n
b
e
m
ea
s
u
r
ed
o
n
ly
o
n
e
-
d
im
en
s
io
n
co
n
ce
p
t
was
tak
en
in
to
ac
co
u
n
t.
Fig
u
r
e
1
is
an
ex
am
p
le
o
f
a
task
in
th
e
ass
ess
m
en
t
f
r
am
ewo
r
k
.
T
h
e
m
ea
n
in
g
o
f
ea
ch
le
v
el
in
ea
ch
d
im
e
n
s
io
n
was
in
ter
p
r
eted
ac
co
r
d
in
g
t
o
th
e
lea
r
n
in
g
o
u
tco
m
e
g
r
ad
in
g
o
r
so
-
ca
lled
o
u
tco
m
e
s
p
ac
e.
T
h
is
o
u
tco
m
e
s
p
ac
e
was
s
et
s
o
th
at
it
wo
u
ld
b
e
c
o
n
s
is
ten
t
with
th
e
co
n
s
tr
u
ct
m
ap
o
f
lear
n
in
g
o
u
tco
m
es a
n
d
s
tu
d
en
t
’
s
r
esp
o
n
s
es in
th
e
ac
tu
al
co
n
t
ex
t
.
Fig
u
r
e
1
.
Sam
p
le
test
item
f
o
ll
o
win
g
I
E
c
o
n
s
tr
u
ct
I
n
th
e
th
ir
d
p
h
ase,
r
esear
ch
e
r
s
tr
ied
o
u
t
th
e
p
r
o
to
ty
p
e
a
n
d
f
o
llo
wed
b
y
m
ak
in
g
th
e
n
ec
ess
ar
y
im
p
r
o
v
em
e
n
t
an
d
m
o
d
if
icatio
n
if
an
y
.
T
h
is
p
h
ase
was
aim
ed
to
v
alid
ate
th
e
d
ev
elo
p
ed
ass
ess
m
en
t
f
r
am
ewo
r
k
.
Firstl
y
,
r
esear
ch
er
s
u
s
ed
th
e
p
r
o
to
ty
p
e
to
ass
ess
s
tu
d
en
ts
’
r
esp
o
n
s
es
an
d
ad
ju
s
t
th
o
s
e
item
s
o
r
task
s
to
b
e
m
o
r
e
c
o
n
s
is
ten
t
n
o
t
o
n
ly
to
t
h
e
ass
ess
m
en
t
f
r
am
ewo
r
k
b
u
t
also
i
n
lin
e
with
s
tu
d
en
ts
’
lear
n
in
g
co
n
tex
t.
Seco
n
d
ly
,
r
esear
ch
er
s
tr
ied
o
u
t
ag
ain
th
e
p
r
o
to
t
y
p
e
t
o
in
v
esti
g
ate
its
ac
cu
r
ac
y
,
r
eliab
ilit
y
,
an
d
q
u
ality
u
s
in
g
th
e
m
u
ltid
im
e
n
s
io
n
al
te
s
t
r
esp
o
n
s
e
th
e
o
r
y
[
2
1
]
.
Fin
ally
,
r
esear
c
h
er
s
ex
am
i
n
ed
th
e
q
u
ality
o
f
s
tr
u
ctu
r
al
s
tr
aig
h
tn
ess
o
f
th
e
p
r
o
to
ty
p
e
u
s
in
g
a
m
u
ltid
im
en
s
io
n
al
an
a
ly
s
is
m
eth
o
d
,
r
eliab
ilit
y
test
o
f
alp
h
a
co
ef
f
icien
t,
an
d
r
eliab
ilit
y
o
f
th
e
E
x
p
ec
ted
-
A
-
P
o
s
ter
io
r
i a
n
d
Sep
ar
ati
o
n
(
E
AP/
PV)
.
T
h
is
is
f
o
llo
wed
b
y
an
aly
zin
g
th
e
in
ter
n
al
s
tr
u
ctu
r
e
o
f
th
e
a
s
s
es
s
m
en
t
f
r
am
ewo
r
k
u
s
in
g
t
h
e
W
r
ig
h
t
m
ap
.
T
h
e
W
r
ig
h
t
m
ap
ca
n
p
r
o
v
id
e
a
p
ictu
r
e
o
f
th
e
ite
m
s
in
th
e
ass
e
s
s
m
en
t
f
r
am
ewo
r
k
b
y
p
laci
n
g
th
e
d
if
f
icu
lty
o
f
t
h
e
item
s
o
r
task
s
o
n
th
e
s
am
e
m
ea
s
u
r
em
e
n
t
s
ca
le
as
th
e
ab
ilit
y
o
f
th
e
test
tak
er
s
.
T
h
is
h
elp
s
th
e
r
esear
ch
er
s
with
a
co
m
p
ar
is
o
n
o
f
s
tu
d
e
n
ts
an
d
item
s
,
to
b
e
tter
u
n
d
er
s
tan
d
h
o
w
ap
p
r
o
p
r
iately
th
e
ass
ess
m
en
t
to
o
l
m
ea
s
u
r
ed
th
e
s
tu
d
e
n
ts
’
s
cien
tific
co
m
p
eten
cies.
Af
ter
r
e
s
ea
r
ch
er
s
ex
am
in
ed
th
e
q
u
alit
y
o
f
th
e
p
r
o
to
t
y
p
e,
th
e
r
esear
ch
er
s
i
d
en
tifie
d
t
r
an
s
itio
n
p
o
in
t
o
f
s
cien
tific
c
o
m
p
eten
cy
le
v
els.
R
esear
ch
er
s
m
ad
e
th
e
n
ec
ess
ar
y
im
p
r
o
v
em
e
n
t
at
an
y
lev
el
ac
co
r
d
in
g
to
in
ter
p
r
etatio
n
s
et
b
y
[
2
2
,
2
3
]
.
B
esid
es,
r
esear
ch
er
s
u
tili
ze
d
AC
E
R
C
o
n
q
u
est
2
.
0
to
an
aly
ze
th
e
q
u
ality
o
f
th
e
ass
ess
m
en
t
f
r
am
ewo
r
k
[
2
4
]
th
r
o
u
g
h
b
etwe
en
-
item
m
u
ltid
im
en
s
io
n
al
m
o
d
el.
T
h
e
f
in
al
p
h
ase
was
to
r
ep
o
r
t
th
e
d
ev
elo
p
m
e
n
t
o
f
th
e
ass
ess
m
en
t
f
r
am
ewo
r
k
o
f
m
u
ltid
im
en
s
io
n
al
s
cien
tific
co
m
p
eten
cies,
n
am
ely
,
ex
p
lain
p
h
e
n
o
m
e
n
a
s
cien
tific
ally
,
ev
alu
ate
an
d
d
esig
n
s
c
ien
tific
in
q
u
ir
y
,
an
d
in
ter
p
r
et
d
ata
a
n
d
e
v
id
en
ce
s
cien
tific
ally
.
T
h
is
ass
ess
m
en
t
f
r
am
ewo
r
k
i
n
clu
d
es
th
e
t
r
an
s
itio
n
p
o
i
n
t
f
o
r
ea
ch
s
cien
tific
co
m
p
eten
cy
lev
el
o
f
ea
ch
d
im
en
s
io
n
as we
ll.
Lea
rning
Standa
r
d
S
2
.1
:
Un
d
er
st
an
d
in
g
th
e
p
rop
erties
o
f
m
atte
r,
co
m
p
o
s
itio
n
o
f
m
atter
t
h
e
relation
sh
ip
b
etween
th
e
p
rop
erties
o
f
m
att
er
an
d
stru
ctu
re
,
an
d
th
e
i
n
ter
-
p
article
b
o
n
d
i
n
g
force.
Un
d
er
st
an
d
in
g
ab
o
u
t
p
rincip
les
an
d
natu
re
o
f
th
e st
ate of
m
atte
r
ch
an
g
es, so
lu
tio
n
f
o
rmatio
n
and
th
e occu
rr
en
ce of
ch
em
ical
reac
tio
n
s
.
In
dica
tor
S
.
1
/4
:
Co
m
p
ariso
n
o
f
b
o
ilin
g
an
d
m
eltin
g
p
o
in
ts
o
f
p
u
r
e
su
b
stan
ces
an
d
m
ix
tu
res
b
y
m
easu
ri
n
g
tem
p
eratur
e,
writin
g
grap
h
s, interp
reti
n
g
data fr
o
m
grap
h
s
o
r
in
form
atio
n
.
Dimens
io
n:
I
n
terp
ret
d
ata
an
d
evid
en
ce scientific
ally
(
I
E)
Lev
el:
Inter
m
ed
iat
e L
ev
el
.
Item:
L
isa
co
n
d
u
cted
a
b
o
ilin
g
water
ex
p
eri
m
en
t
to
co
m
p
are
th
e
b
o
ili
n
g
p
o
i
n
ts
o
f
water
at
d
iff
erent
atm
o
sp
h
eric
p
ress
u
re
lev
els.
The exp
erimen
tal r
esu
lts a
r
e
as follo
ws
:
At
m
osp
h
e
r
ic pre
ssu
r
e
(
k
Pa
)
B
oil
in
g
p
oin
ts
(
o
C
)
3
.
5
2
6
.
4
13
.
8
5
2
.
5
27
.
6
6
7
.
2
48
.
3
8
0
.
4
69
.
0
8
9
.
6
82
.
7
9
4
.
4
101
.
3
1
0
0
.
0
137
.
9
1
0
9
.
0
193
.
1
1
1
9
.
0
275
.
8
1
3
1
.
0
303
.
4
1
3
4
.
0
358
.
5
1
4
0
.
0
Q
ues
tion:
Fro
m
the in
fo
r
m
atio
n
in th
e table
,
h
o
w can stu
d
en
ts su
m
m
a
rize
th
e
res
u
lts o
f
th
e exp
erimen
t?
…………
………
…………
………
…………
………
…………
………
…………
………
…………
………
…………
…………
………
…………
………
…………
………
…………
…
…
…
…
…
…
…
…
…
…
…
…
…
…
…
…
…
…
...
.
…
…
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
9
6
3
-
9
7
0
966
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
a
r
e
p
r
esen
ted
b
y
f
o
llo
win
g
th
e
s
tu
d
y
aim
s
p
ec
if
ie
d
ab
o
v
e.
T
h
e
p
r
elim
in
ar
y
r
esu
lt
was
th
e
d
ev
elo
p
m
en
t
o
f
th
e
ass
ess
m
en
t
f
r
am
ewo
r
k
to
m
ea
s
u
r
e
s
ev
en
th
-
g
r
a
d
e
s
tu
d
en
ts
’
s
cien
tific
co
m
p
eten
cies
in
t
h
r
ee
d
im
en
s
io
n
s
.
T
h
is
is
f
o
llo
wed
b
y
d
ev
elo
p
in
g
th
e
c
o
n
s
tr
u
ct
m
a
p
s
f
o
r
ea
ch
s
cien
tific
co
m
p
eten
cy
d
im
e
n
s
io
n
.
Nex
t
,
th
e
v
alid
ity
an
d
r
eliab
ilit
y
o
f
th
e
d
ev
el
o
p
ed
ass
ess
m
e
n
t
f
r
a
m
ewo
r
k
wer
e
ex
am
in
ed
.
Fin
ally
,
r
esear
ch
er
s
r
ep
o
r
te
d
th
e
q
u
ality
o
f
t
h
e
ass
ess
m
en
t f
r
am
ewo
r
k
b
y
ex
a
m
in
in
g
th
e
item
f
it.
3
.
1
.
Dev
elo
pin
g
a
s
s
ess
m
ent
f
ra
m
ewo
rk
Ass
ess
m
en
t
f
r
am
ewo
r
k
co
n
s
is
ts
o
f
th
r
ee
co
n
s
tr
u
ct
m
ap
s
o
f
s
cien
tific
co
m
p
eten
cies
lev
el,
as
s
h
o
wn
in
T
ab
le
1
to
T
ab
le
3
.
E
ac
h
d
im
en
s
io
n
co
n
s
is
ts
o
f
a
n
am
e
an
d
d
escr
ip
tio
n
f
o
r
r
esp
o
n
d
en
t
in
ea
ch
lev
el.
T
h
e
3
d
im
en
s
io
n
s
co
n
s
is
t o
f
4
lev
els wh
ich
ar
e
lo
w
lev
el,
b
asic le
v
el,
in
ter
m
ed
iate
lev
el,
an
d
h
ig
h
lev
el
.
T
ab
le
1
.
C
o
n
s
tr
u
ct
m
a
p
an
d
r
e
s
p
o
n
d
en
ts
’
d
escr
ip
tio
n
o
f
E
S
Le
v
e
l
ES
Le
v
e
l
D
e
scri
p
t
i
o
n
o
f
r
e
s
p
o
n
d
e
n
t
s
4
H
i
g
h
•
C
a
n
d
r
a
w
o
r
d
e
scr
i
b
e
t
h
e
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
s
c
i
e
n
t
i
f
i
c
i
d
e
a
s
a
n
d
c
o
n
c
e
p
t
s
f
r
o
m
su
b
s
t
a
n
c
e
a
n
d
p
r
o
p
e
r
t
i
e
s
o
f
su
b
s
t
a
n
c
e
s t
o
ma
k
e
p
r
e
d
i
c
t
i
o
n
s.
•
C
a
n
c
o
n
st
r
u
c
t
e
x
p
l
a
n
a
t
i
o
n
s
o
f
n
o
v
e
l
a
n
d
u
n
f
a
m
i
l
i
a
r
p
h
e
n
o
me
n
a
,
e
v
e
n
t
s
,
a
n
d
p
r
o
c
e
ss
e
s
t
h
a
t
m
a
y
i
n
v
o
l
v
e
s
e
v
e
r
a
l
st
e
p
s
.
•
C
a
n
d
e
m
o
n
st
r
a
t
e
t
h
e
u
se
o
f
k
n
o
w
l
e
d
g
e
b
e
y
o
n
d
t
h
e
st
a
n
d
a
r
d
o
f
sc
i
e
n
c
e
c
u
r
r
i
c
u
l
a
a
n
d
u
se
p
r
o
c
e
d
u
r
a
l
a
n
d
e
p
i
st
e
mi
c
k
n
o
w
l
e
d
g
e
a
p
p
r
o
p
r
i
a
t
e
l
y
.
3
I
n
t
e
r
med
i
a
t
e
•
C
a
n
r
e
c
a
l
l
o
r
u
se
t
h
e
g
i
v
e
n
sc
i
e
n
t
i
f
i
c
i
d
e
a
s a
n
d
c
o
n
c
e
p
t
s fr
o
m
su
b
s
t
a
n
c
e
a
n
d
p
r
o
p
e
r
t
i
e
s
o
f
su
b
s
t
a
n
c
e
s
t
o
c
o
n
s
t
r
u
c
t
e
x
p
l
a
n
a
t
i
o
n
s.
•
C
a
n
e
x
p
l
a
i
n
r
e
l
a
t
i
v
e
c
o
mp
l
e
x
p
h
e
n
o
m
e
n
a
o
r
l
e
ss fam
i
l
i
a
r
e
v
e
n
t
s
a
n
d
p
r
o
c
e
s
ses.
2
B
a
si
c
•
C
a
n
r
e
c
a
l
l
,
a
p
p
l
y
si
m
p
l
e
s
c
i
e
n
t
i
f
i
c
f
a
c
t
s,
a
n
d
d
r
a
w
u
p
o
n
c
o
mp
l
e
x
s
c
i
e
n
t
i
f
i
c
i
d
e
a
s
mo
d
e
r
a
t
e
l
y
.
•
C
a
n
c
o
n
st
r
u
c
t
si
mp
l
e
e
x
p
l
a
n
a
t
i
o
n
s
w
i
t
h
r
e
l
e
v
a
n
t
c
u
e
s
a
n
d
su
p
p
o
r
t
a
p
p
r
o
p
r
i
a
t
e
l
y
.
1
Lo
w
•
C
a
n
r
e
c
o
g
n
i
z
e
s
c
i
e
n
t
i
f
i
c
t
e
r
ms.
•
C
a
n
u
se
s
i
n
g
l
e
sci
e
n
t
i
f
i
c
f
a
c
t
s t
h
a
t
c
l
o
se
t
o
t
h
e
i
r
p
e
r
s
o
n
a
l
e
x
p
e
r
i
e
n
c
e
a
n
d
t
h
e
g
i
v
e
n
si
m
p
l
e
sci
e
n
t
i
f
i
c
c
o
n
c
e
p
t
t
o
i
d
e
n
t
i
f
y
a
n
a
p
p
r
o
p
r
i
a
t
e
sc
i
e
n
t
i
f
i
c
e
x
p
l
a
n
a
t
i
o
n
.
•
C
a
n
e
x
p
l
a
i
n
a
f
a
m
i
l
i
a
r
e
v
e
n
t
o
r
p
r
o
c
e
s
s t
h
a
t
i
s
c
o
n
s
i
st
e
n
t
w
i
t
h
t
h
e
g
i
v
e
n
i
n
f
o
r
mat
i
o
n
.
T
ab
le
2
.
C
o
n
s
tr
u
ct
m
a
p
an
d
r
e
s
p
o
n
d
en
ts
’
d
escr
ip
tio
n
o
f
E
D
Le
v
e
l
ED
Le
v
e
l
D
e
scri
p
t
i
o
n
o
f
r
e
s
p
o
n
d
e
n
t
s
4
H
i
g
h
•
C
a
n
e
v
a
l
u
a
t
e
o
r
d
e
s
i
g
n
c
o
m
p
l
e
x
e
x
p
e
r
i
me
n
t
s
,
f
i
e
l
d
s
t
u
d
i
e
s
o
r
si
mu
l
a
t
i
o
n
d
e
s
i
g
n
s
o
r
d
a
t
a
i
n
t
e
r
p
r
e
t
a
t
i
o
n
s.
•
C
a
n
i
d
e
n
t
i
f
y
l
i
mi
t
a
t
i
o
n
s
o
f
t
h
e
i
n
t
e
r
p
r
e
t
a
t
i
o
n
d
a
t
a
s
e
t
s
.
3
I
n
t
e
r
med
i
a
t
e
•
C
a
n
c
o
n
d
u
c
t
e
x
p
e
r
i
me
n
t
s
o
r
e
x
p
e
r
i
me
n
t
a
l
d
e
s
i
g
n
a
n
d
d
r
a
w
t
h
e
e
x
p
e
r
i
m
e
n
t
a
l
p
r
o
c
e
d
u
r
e
s.
•
C
a
n
i
n
t
e
r
p
r
e
t
d
a
t
a
d
r
a
w
n
f
r
o
m m
o
r
e
c
o
mp
l
e
x
o
r
l
e
ss f
a
mi
l
i
a
r
c
o
n
t
e
x
t
s.
•
C
a
n
d
r
a
w
a
p
p
r
o
p
r
i
a
t
e
c
o
n
c
l
u
s
i
o
n
s
t
h
a
t
g
o
b
e
y
o
n
d
t
h
e
d
a
t
a
.
•
C
a
n
u
se
d
a
t
a
f
r
o
m
l
e
ss
f
a
m
i
l
i
a
r
c
o
n
t
e
x
t
s
t
o
i
d
e
n
t
i
f
y
t
r
e
n
d
s
a
n
d
ma
k
e
p
r
e
d
i
c
t
i
o
n
s
.
2
B
a
si
c
•
C
a
n
d
r
a
w
o
n
p
r
o
c
e
d
u
r
a
l
a
n
d
b
a
s
i
c
c
o
n
t
e
n
t
k
n
o
w
l
e
d
g
e
f
o
r
si
m
p
l
e
e
x
p
e
r
i
me
n
t
a
l
d
e
s
i
g
n
.
•
C
a
n
c
o
l
l
e
c
t
a
n
d
i
n
t
e
r
p
r
e
t
d
a
t
a
t
o
a
n
sw
e
r
q
u
e
s
t
i
o
n
s t
h
a
t
r
e
q
u
i
r
e
o
n
l
y
si
m
p
l
e
o
r
d
a
i
l
y
c
o
n
t
e
n
t
k
n
o
w
l
e
d
g
e
.
•
C
a
n
d
i
s
t
i
n
g
u
i
sh
b
e
t
w
e
e
n
a
n
o
n
-
sci
e
n
t
i
f
i
c
a
n
d
s
c
i
e
n
t
i
f
i
c
q
u
e
st
i
o
n
.
1
Lo
w
•
C
a
n
f
o
l
l
o
w
s
i
m
p
l
e
i
n
st
r
u
c
t
i
o
n
s t
o
a
n
s
w
e
r
a
q
u
e
st
i
o
n
.
•
C
a
n
c
o
n
d
u
c
t
a
sc
i
e
n
t
i
f
i
c
p
r
o
c
e
d
u
r
e
.
T
ab
le
3
.
C
o
n
s
tr
u
ct
m
a
p
an
d
r
e
s
p
o
n
d
en
ts
’
d
escr
ip
tio
n
o
f
I
E
Le
v
e
l
I
E
Le
v
e
l
D
e
scri
p
t
i
o
n
o
f
r
e
s
p
o
n
d
e
n
t
s
4
H
i
g
h
•
C
a
n
e
v
a
l
u
a
t
e
t
h
e
s
u
p
p
o
r
t
i
n
g
d
a
t
a
f
o
r
h
y
p
o
t
h
e
si
s.
•
C
a
n
c
o
n
st
r
u
c
t
a
n
d
j
u
s
t
i
f
y
a
c
o
n
c
l
u
si
o
n
u
s
i
n
g
s
c
i
e
n
c
e
c
o
n
c
e
p
t
s.
•
C
a
n
d
i
s
c
r
i
mi
n
a
t
e
b
e
t
w
e
e
n
r
e
l
e
v
a
n
t
a
n
d
i
r
r
e
l
e
v
a
n
t
i
n
f
o
r
mat
i
o
n
.
•
C
a
n
d
e
r
i
v
e
o
u
t
si
d
e
k
n
o
w
l
e
d
g
e
t
o
c
o
n
s
t
r
u
c
t
a
n
e
x
p
l
a
n
a
t
i
o
n
.
3
I
n
t
e
r
med
i
a
t
e
•
C
a
n
i
n
t
e
r
p
r
e
t
a
n
d
ma
n
i
p
u
l
a
t
e
a
mo
d
e
r
a
t
e
l
y
c
o
m
p
l
e
x
d
a
t
a
se
t
.
•
C
a
n
e
x
p
r
e
ss
i
n
se
v
e
r
a
l
f
o
r
ma
t
s.
•
C
a
n
j
u
s
t
i
f
y
a
p
p
r
o
p
r
i
a
t
e
c
o
n
c
l
u
si
o
n
s.
•
C
a
n
i
d
e
n
t
i
f
y
s
o
u
r
c
e
s
a
n
d
e
f
f
e
c
t
s
o
f
u
n
c
e
r
t
a
i
n
t
y
i
n
sc
i
e
n
t
i
f
i
c
d
a
t
a
.
2
B
a
si
c
•
C
a
n
i
d
e
n
t
i
f
y
,
i
n
t
e
r
p
r
e
t
,
a
n
d
t
r
a
n
sf
o
r
m
d
a
t
a
.
•
C
a
n
i
d
e
n
t
i
f
y
e
v
i
d
e
n
c
e
t
o
s
u
p
p
o
r
t
a
sc
i
e
n
t
i
f
i
c
c
l
a
i
m.
1
Lo
w
•
C
a
n
i
d
e
n
t
i
f
y
si
mp
l
e
p
a
t
t
e
r
n
s
i
n
d
a
t
a
t
o
su
p
p
o
r
t
a
c
l
a
i
m
o
r
c
o
n
c
l
u
si
o
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Dev
elo
p
in
g
a
n
a
s
s
ess
men
t fra
mewo
r
k
o
f m
u
ltid
imen
s
io
n
a
l scien
tifi
c
co
mp
eten
cies
(
S
a
s
ima
I
n
ta
s
o
i
)
967
3
.
2
.
Resul
t
s
o
f
v
a
lid
it
y
ev
idence
T
h
r
ee
m
eth
o
d
s
wer
e
em
p
lo
y
e
d
to
v
alid
ate
th
e
ass
ess
m
en
t
f
r
am
ewo
r
k
.
Firstl
y
,
r
esear
ch
er
s
ev
alu
ated
th
e
v
alid
ity
ev
id
en
ce
b
ased
o
n
th
e
test
co
n
ten
t
to
co
m
e
f
r
o
m
ex
p
er
t
ju
d
g
m
e
n
ts
o
f
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
ar
ts
o
f
th
e
test
item
s
an
d
th
e
co
n
s
tr
u
ct
m
ap
s
o
f
s
ci
en
tific
co
m
p
eten
cies
[2
3
]
.
T
h
e
f
iv
e
ex
p
er
tis
ts
r
ated
th
e
d
o
m
ain
r
ep
r
esen
t
as
f
o
llo
win
g
:
th
er
e
ar
e
item
c
o
n
ten
t
v
alid
it
y
in
d
ex
:
I
-
C
VI
in
b
etwe
en
0
.
5
0
–
1
.
0
0
an
d
s
ca
le
co
n
ten
t
v
alid
ity
in
d
ex
:
S
-
C
VI
=
0
.
9
0
.
R
esear
ch
er
s
tr
ie
d
o
u
t
th
e
ass
ess
m
en
t
f
r
am
ewo
r
k
f
o
llo
wed
b
y
in
ter
v
iewin
g
th
o
s
e
s
tu
d
en
ts
ab
o
u
t
th
eir
u
n
d
er
s
tan
d
in
g
o
f
th
e
co
n
ten
ts
an
d
th
e
r
elev
an
c
y
o
f
th
e
test
s
in
th
e
ass
es
s
m
en
t f
r
am
ewo
r
k
.
Seco
n
d
ly
,
we
ex
am
i
n
ed
th
e
v
a
lid
ity
ev
id
en
ce
b
ased
o
n
r
esp
o
n
s
e
p
r
o
ce
s
s
es
b
y
p
r
o
to
co
l
in
te
r
p
r
etatio
n
f
r
o
m
th
e
t
h
in
k
-
al
o
u
d
p
r
o
ce
s
s
was
f
o
u
n
d
th
at
th
er
e
wer
e
s
tu
d
en
ts
wh
o
u
n
d
er
s
t
o
o
d
a
n
d
d
id
n
o
t
u
n
d
e
r
s
tan
d
ex
ac
tly
as
co
n
s
tr
u
ct
m
ap
.
T
h
er
ef
o
r
e,
th
e
r
esear
ch
e
r
h
as
im
p
r
o
v
e
d
th
e
q
u
esti
o
n
s
an
d
c
o
n
s
tr
u
ct
m
ap
to
b
e
clea
r
er
.
B
esid
es,
r
esear
ch
er
s
also
u
tili
ze
d
th
eir
f
ee
d
b
ac
k
to
i
m
p
r
o
v
e
t
h
e
test
s
an
d
s
co
r
in
g
b
ef
o
r
e
co
n
d
u
ctin
g
i
n
th
e
ac
tu
al
class
r
o
o
m
co
n
te
x
t.
Fin
ally
,
v
alid
atio
n
was
co
n
d
u
cted
o
n
th
e
in
ter
n
al
s
tr
u
ctu
r
e
o
f
th
e
ass
ess
m
en
t
f
r
am
ewo
r
k
in
ter
m
s
o
f
its
ac
cu
r
ac
y
o
f
th
e
ass
es
s
m
en
t
f
r
am
ewo
r
k
’
s
co
n
s
tr
u
c
t
b
y
co
m
p
ar
in
g
th
e
two
-
m
o
d
el
f
it,
n
am
ely
u
n
id
im
en
s
io
n
al
an
d
m
u
ltid
im
en
s
io
n
al
m
o
d
els.
T
h
e
u
n
i
d
im
en
s
io
n
al
m
o
d
el
m
ea
n
s
th
e
co
m
p
o
s
itio
n
o
f
all
th
e
test
s
in
to
o
n
e
d
im
en
s
io
n
wh
ile
th
e
m
u
ltid
im
en
s
io
n
al
m
o
d
el
m
ea
n
s
s
ep
ar
atio
n
o
f
th
e
item
s
in
to
th
e
r
esp
ec
tiv
e
th
r
ee
d
im
e
n
s
io
n
s
.
T
h
e
r
esu
lts
r
ev
ea
led
th
at
m
u
ltid
im
en
s
io
n
a
l
m
o
d
el
was
s
tatis
tical
f
it
s
ig
n
if
ica
n
tly
b
etter
th
a
n
u
n
id
im
en
s
io
n
al
m
o
d
el
th
r
o
u
g
h
th
e
L
ik
elih
o
o
d
R
atio
C
h
i
-
S
q
u
ar
ed
G
2
(
2
=
3
7
.
2
6
,
d
f
=5
)
[2
5
]
as
well
as
th
e
Ak
aik
e
I
n
f
o
r
m
atio
n
C
r
iter
io
n
(
AI
C
)
[
2
6
]
an
d
B
ay
esian
I
n
f
o
r
m
atio
n
C
r
iter
io
n
(
B
I
C
)
[
2
7
]
h
ad
lo
wer
v
alu
e
in
m
u
ltid
im
en
s
io
n
al
co
n
s
tr
u
cts
f
o
r
ass
ess
in
g
s
cien
tific
co
m
p
et
en
cies,
as
elu
cid
ated
in
T
ab
le
4
.
T
h
er
ef
o
r
e,
it
ca
n
b
e
co
n
clu
d
ed
t
h
at
th
e
ass
ess
m
en
t
f
r
am
ewo
r
k
is
s
u
itab
le
f
o
r
m
u
ltid
im
e
n
s
io
n
al
m
ea
s
u
r
e
m
en
ts
b
ec
au
s
e
th
e
lo
wer
th
e
AI
C
an
d
B
I
C
in
d
ex
v
alu
es r
ef
lectin
g
th
at
t
h
e
m
o
d
el
is
co
m
p
lian
ce
with
th
e
test
r
esu
lts
[
2
8
].
T
ab
le
4
.
T
h
e
co
m
p
ar
is
o
n
o
f
m
o
d
el
f
it
M
o
d
e
l
D
e
v
i
a
n
c
e
N
o
f
P
a
r
a
me
t
e
r
A
I
C
B
I
C
U
n
i
d
i
m
e
n
s
i
o
n
a
l
7
1
5
6
.
2
2
25
7
2
0
6
.
2
2
7
2
1
7
.
7
5
M
u
l
t
i
d
i
m
e
n
s
i
o
n
a
l
7
1
1
8
.
9
6
30
7
1
7
8
.
9
6
7
1
9
2
.
7
9
Li
k
e
l
i
h
o
o
d
R
a
t
i
o
C
h
i
-
S
q
u
a
r
e
d
G
2
=
2
=
3
7
.
2
6
,
d
f
=
5
,
p
=
.
0
1
A
I
C
=
7
1
7
8
.
9
6
<
7
2
0
6
.
2
2
;
B
I
C
=
7
1
9
2
.
7
9
<
7
2
1
7
.
7
5
Mo
r
eo
v
er
,
we
e
x
am
in
ed
in
te
r
n
al
s
tr
u
ctu
r
e
f
o
llo
wed
b
y
a
n
aly
zin
g
t
h
e
s
tr
u
ctu
r
al
v
alid
i
ty
o
f
th
e
co
n
s
tr
u
ct
m
ap
a
n
d
th
e
cr
iter
i
o
n
zo
n
e
o
f
t
h
e
W
r
ig
h
t
m
ap
to
d
eter
m
in
e
th
e
tr
an
s
itio
n
p
o
in
ts
,
as
s
h
o
wn
in
Fig
u
r
e
2
.
T
h
e
t
r
an
s
itio
n
p
o
in
t
was
co
m
p
u
ted
f
r
o
m
th
e
m
ea
n
o
f
item
th
r
esh
o
ld
s
in
ea
c
h
l
ev
el
an
d
d
im
en
s
io
n
,
as
s
h
o
wn
in
T
ab
le
5
.
E
ac
h
d
i
m
en
s
io
n
h
as
f
o
u
r
c
o
m
p
eten
c
y
lev
els
with
a
s
co
r
in
g
s
ca
le
f
r
o
m
1
to
4
p
o
i
n
ts
,
r
an
g
ed
f
r
o
m
lo
w,
b
asic,
in
ter
m
ed
iate,
an
d
h
ig
h
lev
els.
T
h
e
s
co
r
es
o
f
tr
an
s
itio
n
p
o
in
ts
f
o
r
E
S
d
im
en
s
io
n
f
r
o
m
L
ev
el
1
to
2
,
L
ev
el
2
to
3
,
an
d
L
ev
el
3
to
4
ar
e
eq
u
al
to
-
0
.
1
2
,
0
.
8
8
,
an
d
2
.
0
9
lo
g
it,
r
esp
ec
tiv
ely
.
T
h
e
s
co
r
es o
f
tr
an
s
itio
n
p
o
i
n
ts
f
o
r
E
D
d
im
e
n
s
io
n
f
r
o
m
L
ev
el
1
to
2
,
L
ev
e
l
2
t
o
3
,
a
n
d
L
ev
el
3
to
4
a
r
e
e
q
u
al
to
-
0
.
4
1
,
-
0
.
1
1
,
an
d
1
.
5
5
L
o
g
it,
r
esp
ec
tiv
ely
.
T
h
e
s
co
r
es
o
f
tr
an
s
itio
n
p
o
in
ts
f
o
r
I
E
d
im
en
s
io
n
f
r
o
m
L
e
v
el
1
to
2
,
L
ev
el
2
to
3
,
an
d
L
ev
el
3
to
4
ar
e
eq
u
al
to
0
.
2
8
,
0
.
4
4
,
an
d
0
.
5
5
lo
g
it,
r
esp
ec
tiv
ely
.
ES
ED
IE
Fig
u
r
e
2
.
T
h
e
tr
an
s
itio
n
p
o
in
t i
n
ea
ch
d
im
e
n
s
io
n
f
r
o
m
th
e
W
r
ig
h
t m
ap
2
.
0
9
-
0
.
1
2
1
.
5
5
-
0
.
1
1
-
0
.
4
1
0
.
5
5
0
.
8
8
0
.
4
4
0
.
2
8
2
.
0
9
-
0
.
1
2
1
.
5
5
-
0
.
1
1
-
0
.
4
1
0
.
5
5
0
.
8
8
0
.
4
4
0
.
2
8
2
.
0
9
-
0
.
1
2
1
.
5
5
-
0
.
1
1
-
0
.
4
1
0
.
5
5
0
.
8
8
0
.
4
4
0
.
2
8
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
9
6
3
-
9
7
0
968
T
h
e
W
r
ig
h
t
m
ap
is
a
g
r
ap
h
i
ca
l
r
ep
r
esen
tatio
n
th
at
lin
k
s
th
e
item
d
if
f
icu
lties
an
d
s
tu
d
en
t
ab
ilit
y
esti
m
ates
o
n
th
e
co
m
m
o
n
s
ca
le
as
th
e
q
u
ality
ev
id
e
n
ce
.
I
n
o
th
er
wo
r
d
s
,
t
h
e
W
r
ig
h
t
m
a
p
is
co
m
p
r
is
ed
o
f
a
d
is
tr
ib
u
tio
n
o
f
item
d
if
f
icu
lties
,
d
is
tr
ib
u
tio
n
o
f
s
tu
d
en
t
a
b
ilit
y
esti
m
ates,
an
d
h
o
w
well
th
e
item
d
if
f
icu
lty
d
is
tr
ib
u
tio
n
is
m
atch
in
g
with
t
h
e
s
tu
d
en
t
ab
ilit
y
esti
m
ates.
T
h
er
ef
o
r
e
,
th
e
item
s
s
h
o
u
ld
m
at
ch
with
th
e
s
tu
d
en
t
ab
ilit
y
esti
m
ates
to
ju
s
tify
th
e
test
is
m
ax
im
ally
in
f
o
r
m
at
iv
e.
T
h
e
W
r
ig
h
t
m
a
p
r
esu
lts
s
h
o
wed
th
at
ea
ch
d
im
en
s
io
n
o
f
t
h
e
ass
ess
m
en
t
f
r
am
ewo
r
k
c
an
b
e
u
s
ed
as
d
ir
ec
t
ev
id
en
ce
o
f
th
e
test
co
n
ten
t
b
ec
au
s
e
th
e
d
if
f
icu
lty
o
f
ea
c
h
item
(
item
th
r
esh
o
ld
)
is
to
th
e
r
ig
h
t
b
u
t
n
o
t
y
et
co
v
er
in
g
th
e
c
o
m
p
e
ten
cy
r
a
n
g
e
o
f
th
e
s
tu
d
en
ts
o
n
th
e
lef
t
s
id
e
o
f
th
e
W
r
ig
h
t
m
ap
.
R
esu
lts
f
r
o
m
th
e
W
r
ig
h
t
m
ap
s
h
o
ws
th
at
item
s
3
,
5
,
6
,
7
,
1
0
,
1
1
,
1
3
,
1
4
,
a
n
d
1
5
ar
e
m
o
d
er
ately
d
if
f
icu
lt.
On
th
e
o
th
er
h
a
n
d
,
i
tem
s
2
,
4
,
8
,
9
,
an
d
1
2
ar
e
ea
s
y
an
d
item
s
1
an
d
1
6
ar
e
d
if
f
ic
u
lt.
Nev
er
th
eless
,
th
e
laten
t
d
is
tr
ib
u
tio
n
an
d
th
r
esh
o
ld
r
esu
lts
s
h
o
w
th
at
item
8
ju
s
t
h
as
th
r
ee
in
s
tead
o
f
f
o
u
r
c
o
m
p
eten
c
y
le
v
els.
I
t
ca
n
b
e
co
n
cl
u
d
ed
th
at
th
e
ass
ess
m
en
t
f
r
am
ewo
r
k
is
c
o
m
p
lian
ce
with
th
e
d
ef
in
itio
n
o
f
s
cien
tific
co
m
p
et
en
cies in
ter
m
s
o
f
t
h
r
ee
d
im
en
s
io
n
s
.
C
o
r
r
elatio
n
d
im
e
n
s
io
n
,
m
o
r
eo
v
er
,
t
h
e
co
r
r
elatio
n
c
o
ef
f
icien
t
b
etwe
en
E
S
a
n
d
E
D,
b
etwe
e
n
E
D
an
d
I
E
,
an
d
b
etwe
en
E
S
an
d
I
E
a
r
e
eq
u
al
t
o
0
.
7
4
,
0
.
7
6
,
an
d
0
.
9
2
r
esp
ec
tiv
ely
.
T
h
is
im
p
lies
th
at
m
o
s
t
s
tu
d
en
ts
’
s
cien
tific
co
m
p
eten
cies
ar
e
in
th
e
s
a
m
e
d
ir
ec
tio
n
,
an
d
th
er
e
i
s
h
ig
h
co
r
r
etatio
n
b
etwe
en
E
S
an
d
I
E
.
T
h
is
m
ay
b
e
d
u
e
to
s
tu
d
ets’
c
o
m
p
eten
c
y
f
o
r
d
escr
ib
in
g
,
ex
p
r
ess
in
g
o
r
ju
s
tify
in
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
cien
tific
id
ea
s
an
d
c
o
n
ce
p
ts
f
r
o
m
s
u
b
s
tan
ce
an
d
p
r
o
p
er
ties
o
f
s
u
b
s
tan
ce
s
to
m
ak
e
p
r
e
d
ic
tio
n
s
n
e
ed
to
d
is
cr
im
in
ate,
in
ter
p
r
et
a
n
d
e
v
alu
ate
a
d
ata
s
et
f
o
r
s
u
p
p
o
r
tin
g
h
y
p
o
th
esis
o
r
th
eir
r
ea
s
o
n
s
[
29
].
T
h
is
r
esu
lt
s
u
g
g
ests
th
at
E
S
an
d
I
E
d
im
en
s
io
n
s
ca
n
b
e
co
l
lap
s
ed
to
o
n
e
n
ew
d
im
en
s
io
n
as
“e
x
p
lain
an
d
in
ter
p
r
et
d
ata
s
cien
tific
ally
”
th
u
s
r
em
ain
in
g
th
e
f
o
u
r
co
m
p
eten
c
y
lev
els.
3
.
3
.
Relia
bil
it
y
ev
idence
R
esear
ch
er
s
u
s
ed
th
r
ee
m
eth
o
d
s
to
ass
es
s
th
e
r
eliab
ili
ty
o
f
th
e
ass
ess
m
en
t
f
r
am
ewo
r
k
.
T
h
e
f
ir
s
t
m
eth
o
d
was
an
aly
zin
g
th
e
r
eliab
ilit
y
co
ef
f
icien
t
u
s
in
g
MRC
ML
m
o
d
el
b
y
id
en
tify
in
g
E
x
p
ec
ted
-
A
-
Po
s
ter
io
r
i
an
d
Sep
ar
atio
n
(
E
AP/P
V)
v
alu
e
.
T
h
e
E
AP/P
V
v
alu
es
o
f
E
S,
E
D,
an
d
I
E
d
im
en
s
io
n
s
wer
e
0
.
7
8
,
0
.
5
8
,
an
d
0
.
7
6
r
esp
ec
tiv
ely
.
T
h
is
im
p
lie
s
th
at
o
n
ly
two
d
im
en
s
io
n
s
(
E
S
an
d
I
E
)
a
r
e
c
o
n
s
id
er
ed
as
s
u
itab
le
p
r
ec
is
io
n
to
u
s
e
as
an
ass
ess
m
en
t
f
r
am
e
wo
r
k
wh
ich
is
co
n
s
is
ten
t
with
th
e
cr
iter
ia
s
et
b
y
[
3
0
]
w
h
o
s
u
g
g
ested
th
at
th
e
p
r
ec
is
io
n
o
f
th
e
m
ea
s
u
r
i
n
g
co
ef
f
icien
t
s
h
o
u
ld
b
e
g
r
ea
ter
th
a
n
0
.
7
0
.
Ho
wev
e
r
,
E
D
d
im
en
s
io
n
is
f
o
u
n
d
b
elo
w
th
e
ac
ce
p
tan
ce
cr
iter
ia.
T
h
e
s
e
p
ar
atio
n
r
eliab
ilit
y
e
q
u
als 0
.
9
8
.
Seco
n
d
l
y
,
we
ex
am
i
n
ed
t
h
e
r
eliab
ilit
y
o
f
t
h
e
ass
ess
m
en
t
f
r
am
ewo
r
k
u
s
in
g
th
e
s
tan
d
a
r
d
d
ev
iatio
n
g
r
ap
h
SEM
b
y
id
en
tify
in
g
th
e
s
tan
d
ar
d
er
r
o
r
o
f
m
ea
s
u
r
em
e
n
t
(
SEM
)
.
W
h
en
th
e
m
u
ltid
im
en
s
io
n
al
m
o
d
el
was
s
ep
ar
ated
in
to
th
r
ee
r
elate
d
s
u
b
-
d
im
en
s
io
n
s
,
n
am
ely
SEM
(
θ
ES
)
,
SEM
(
θ
ED
)
,
a
n
d
SEM
(
θ
IE
)
d
im
en
s
io
n
s
,
th
e
laten
t p
ar
am
eter
o
f
ea
ch
s
tu
d
e
n
t w
o
u
ld
h
a
v
e
a
d
if
f
er
en
t SE
M.
Fin
ally
,
r
esear
ch
er
s
u
tili
ze
d
th
e
s
tan
d
ar
d
d
ev
iatio
n
g
r
a
p
h
SEM
to
ass
e
s
s
th
e
r
eliab
ili
ty
o
f
th
e
ass
es
s
m
en
t
f
r
am
ewo
r
k
b
y
ex
a
m
in
in
g
th
e
SEM
.
W
h
en
th
e
m
u
ltid
im
en
s
io
n
al
m
o
d
el
was
s
ep
ar
ated
in
to
th
r
ee
r
elate
d
s
u
b
-
d
im
e
n
s
io
n
s
,
n
am
e
ly
E
S
(
θ
ES
)
,
E
D
(
θ
ED
)
,
an
d
I
E
(
θ
IE
)
,
th
e
laten
t
p
ar
am
eter
o
f
e
ac
h
s
tu
d
en
t
wo
u
ld
h
av
e
a
d
if
f
e
r
en
t
SEM
.
R
esu
lts
s
h
o
wed
th
at
th
e
m
ea
n
s
co
r
e
i
n
E
S
(
θ
ES
)
is
h
ig
h
er
th
an
I
E
(
θ
IE
)
an
d
E
D
(θ
ED
)
in
th
at
o
r
d
er
.
T
h
e
r
ef
o
r
e
,
it
was
f
o
u
n
d
th
at
E
S
(
θ
ES
)
an
d
I
E
(
θ
IE
)
ar
e
h
a
v
in
g
th
e
s
am
e
ch
a
r
ac
ter
is
tics
as
th
o
s
e
o
b
tain
ed
f
r
o
m
th
e
3
D
m
o
d
el.
T
h
e
ab
o
v
e
an
al
y
s
is
is
th
e
th
ir
d
r
eliab
ilit
y
ev
id
e
n
ce
.
Fig
u
r
e
3
illu
s
tr
ate
th
e
SEM
f
o
r
th
e
th
r
ee
s
ep
ar
ated
s
u
b
-
d
i
m
en
s
io
n
s
.
T
h
ese
r
esu
lts
s
u
g
g
e
s
t
th
at
ass
ess
m
en
t
f
r
am
ewo
r
k
is
f
o
u
n
d
ap
p
r
o
p
r
iate
f
o
r
a
s
tu
d
en
t
in
th
e
i
n
ter
m
ed
ia
te
lev
el
o
f
s
cien
ce
tific
co
m
p
et
en
cies
m
o
r
e
th
a
n
th
e
lo
w
a
n
d
h
ig
h
lev
el.
T
h
is
is
b
ec
au
s
e
th
e
lo
west M
P lev
el
o
f
s
tu
d
en
ts
s
h
o
wed
th
e
h
ig
h
est
er
r
o
r
o
f
SEM
v
alu
e.
(
a)
SEM
f
o
r
E
S (
θ
ES
)
(
b
)
SEM
f
o
r
I
E
(
θ
IE
)
(
c)
SEM
f
o
r
E
D
(
θ
ED
)
Fig
u
r
e
3
.
Stan
d
a
r
d
er
r
o
r
o
f
m
e
asu
r
em
e
n
t o
f
E
S,
I
E
,
a
n
d
E
D
d
im
en
s
io
n
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Dev
elo
p
in
g
a
n
a
s
s
ess
men
t fra
mewo
r
k
o
f m
u
ltid
imen
s
io
n
a
l scien
tifi
c
co
mp
eten
cies
(
S
a
s
ima
I
n
ta
s
o
i
)
969
3
.
4
.
Q
ua
lity
o
f
it
e
m
f
i
t
B
ased
o
n
th
e
r
esu
lts
o
f
t
h
e
f
ir
s
t
p
h
ase,
s
tatis
tical
an
aly
s
i
s
o
f
th
e
ap
p
r
o
p
r
iaten
ess
o
f
ea
ch
it
em
o
f
th
e
MRC
ML
u
s
es
th
e
Mu
ltid
im
e
n
s
io
n
al
Fo
r
m
o
f
Par
tial
C
r
ed
it
Mo
d
el
b
y
C
o
n
q
u
est
2
.
0
[
1
2
]
.
T
h
e
cr
iter
ia
to
d
eter
m
in
e
th
e
s
u
itab
ilit
y
o
f
th
e
o
u
tf
it
MN
SQ
an
d
in
f
it
MN
S
Q
v
alu
es
s
h
o
u
ld
b
e
b
etwe
en
0
.
7
5
to
1
.
3
3
[
1
1
]
.
I
f
b
o
th
o
f
th
ese
v
al
u
es
ar
e
in
t
h
i
s
r
an
g
e,
th
e
n
th
e
ass
ess
m
en
t
f
r
am
ewo
r
k
will
b
e
ap
p
r
o
p
r
iate
to
th
e
d
ata.
R
esu
lt
s
r
ev
ea
led
th
at
th
e
item
d
if
f
ic
u
lties
wer
e
ap
p
r
o
p
r
iate
b
ec
a
u
s
e
th
e
ass
ess
m
en
t
f
r
am
ewo
r
k
h
as
its
d
if
f
icu
lty
r
an
g
ed
f
r
o
m
-
1
.
2
4
to
1
.
2
2
a
n
d
th
e
s
tatis
tics
co
n
s
is
ten
cy
o
f
in
f
it
MN
SQ
r
an
g
ed
f
r
o
m
0
.
8
1
to
1
.
2
3
was
at
th
e
ac
ce
p
tab
le
r
an
g
e
[
1
1
]
.
T
a
b
le
5
s
h
o
ws th
e
d
etails o
f
th
e
item
f
it r
esu
lt.
T
ab
le
5
.
R
esu
lts
o
f
item
f
it st
atis
tic
an
aly
s
is
D
i
me
n
si
o
n
I
t
e
m
b
I
N
F
I
T
Th
r
e
s
h
o
l
d
1
Th
r
e
s
h
o
l
d
2
Th
r
e
s
h
o
l
d
3
M
N
S
Q
CI
T
Ex
p
l
a
i
n
p
h
e
n
o
m
e
n
a
sci
e
n
t
i
f
i
c
a
l
l
y
(
ES)
1
0
.
9
8
0
1
.
1
5
0
.
8
5
;
1
.
1
5
1
.
8
-
0
.
5
7
0
.
5
5
2
.
9
5
3
0
.
3
7
1
1
.
2
3
0
.
8
6
;
1
.
1
4
2
.
9
-
0
.
4
7
1
.
2
1
9
-
0
.
3
2
1
1
.
0
0
0
.
8
9
;
1
.
1
1
-
0
.
0
-
0
.
3
2
11
0
.
2
3
3
0
.
8
1
0
.
8
9
;
1
.
1
1
-
3
.
7
0
.
2
3
12
-
0
.
1
9
5
0
.
8
7
0
.
8
9
;
1
.
1
1
-
2
.
4
-
0
.
2
0
13
0
.
5
9
9
0
.
8
6
0
.
8
8
,
1
.
1
2
-
2
.
4
0
.
6
0
16
1
.
2
1
7
1
.
1
0
0
.
8
6
;
1
.
1
4
1
.
4
1
.
2
2
Tr
a
n
s
i
t
i
o
n
P
o
i
n
t
-
0
.
1
2
0
.
8
8
2
.
0
9
Ev
a
l
u
a
t
e
a
n
d
d
e
s
i
g
n
sci
e
n
t
i
f
i
c
e
n
q
u
i
r
y
(
ED
)
2
-
1
.
2
4
3
1
.
0
0
0
.
8
6
;
1
.
1
4
0
.
0
-
1
.
2
4
4
-
0
.
4
7
1
1
.
0
0
0
.
9
2
;
1
.
0
8
0
.
0
-
0
.
4
7
6
0
.
6
5
4
0
.
9
9
0
.
8
5
;
1
.
1
5
-
0
.
1
-
0
.
3
4
0
.
7
7
1
.
5
5
10
0
.
1
4
2
1
.
0
5
0
.
9
3
;
1
.
0
7
1
.
5
0
.
1
4
Tr
a
n
s
i
t
i
o
n
P
o
i
n
t
-
0
.
4
1
-
0
.
1
1
1
.
5
5
I
n
t
e
r
p
r
e
t
d
a
t
a
a
n
d
e
v
i
d
e
n
c
e
sci
e
n
t
i
f
i
c
a
l
l
y
(
I
E)
5
0
.
3
4
1
1
.
0
3
0
.
8
7
;
1
.
1
3
0
.
4
-
0
.
0
6
0
.
7
4
7
0
.
3
3
2
1
.
0
5
0
.
9
1
;
1
.
0
9
1
.
0
0
.
3
3
8
-
0
.
0
1
7
1
.
1
0
0
.
8
5
;
1
.
1
5
1
.
3
0
.
7
0
0
.
1
4
0
.
7
6
14
0
.
1
3
4
0
.
9
8
0
.
9
1
;
1
.
0
9
-
0
.
5
0
.
1
3
15
0
.
3
3
2
0
.
8
7
0
.
9
1
;
1
.
0
9
-
3
.
0
0
.
3
3
Tr
a
n
s
i
t
i
o
n
P
o
i
n
t
0
.
2
8
0
.
4
4
0
.
5
5
4.
CO
NCLU
SI
O
N
T
h
e
m
ain
o
b
jectiv
e
o
f
th
e
M
u
ltid
im
en
s
io
n
al
Scien
tific
C
o
m
p
eten
cies
Fra
m
ewo
r
k
to
ev
alu
ate
th
e
s
ev
en
th
-
g
r
a
d
e
s
tu
d
en
ts
’
s
cien
t
if
ic
co
m
p
eten
cies
in
th
e
n
o
r
th
ea
s
ter
n
r
eg
io
n
o
f
T
h
ailan
d
.
R
esu
lts
s
h
o
wed
th
at
s
cien
tific
co
m
p
eten
cy
is
b
ett
er
m
ea
s
u
r
ed
u
s
in
g
a
m
u
ltid
i
m
en
s
io
n
al
m
o
d
el
r
at
h
er
th
an
a
u
n
id
im
en
s
io
n
al
m
o
d
el.
B
esid
es,
th
e
r
esu
lts
o
f
th
e
s
tu
d
y
im
p
ly
th
at
E
S
a
n
d
I
E
d
im
en
s
io
n
s
ca
n
b
e
co
m
b
in
e
to
o
n
e
n
e
w
d
im
en
s
io
n
as
“e
x
p
lain
a
n
d
in
ter
p
r
et
d
ata
s
cien
tific
ally
”
th
u
s
r
em
ai
n
in
g
t
h
e
f
o
u
r
co
m
p
eten
cy
lev
els.
Mo
r
eo
v
er
,
r
esu
lt
f
o
u
n
d
t
h
at
th
e
E
D
d
im
en
s
io
n
h
as
a
lo
w
p
r
ec
is
io
n
b
ec
au
s
e
th
e
n
u
m
b
er
o
f
item
s
was
in
ad
eq
u
ate
f
o
r
esti
m
atin
g
s
tu
d
en
ts
’
s
cien
tific
co
m
p
eten
cies
.
C
o
n
s
eq
u
en
tly
,
th
is
d
im
e
n
s
io
n
s
h
o
u
ld
b
e
ad
d
e
d
m
o
r
e
item
s
to
co
v
er
b
o
th
ea
s
y
an
d
h
ar
d
le
v
els.
I
n
ad
d
itio
n
,
co
n
s
id
er
in
g
th
e
d
eter
m
in
atio
n
o
f
th
e
tr
an
s
itio
n
p
o
in
t
o
f
t
h
e
I
E
d
im
e
n
s
io
n
,
it
was
f
o
u
n
d
th
at
th
e
tr
a
n
s
itio
n
p
o
in
t
v
al
u
es
(
0
.
2
8
,
0
.
4
4
,
a
n
d
0
.
5
5
)
wer
e
v
er
y
ad
jace
n
t
to
all
o
f
th
e
v
alu
es
.
As
a
r
esu
lt,
th
is
f
r
am
ewo
r
k
s
h
o
u
ld
n
o
t
class
if
y
in
ea
ch
l
ev
el
clea
r
ly
.
I
n
th
e
f
u
tu
r
e,
th
e
r
esear
ch
er
s
s
h
o
u
ld
r
ev
is
e
th
e
s
co
r
i
n
g
g
u
id
e,
esp
e
cially
lev
el
2
,
an
d
lev
el
3
.
T
h
e
im
p
licatio
n
is
t
h
at
th
e
ass
ess
m
en
t
to
o
l
ca
n
p
r
o
v
i
d
e
r
ich
in
f
o
r
m
atio
n
o
f
th
o
s
e
s
tu
d
en
ts
wh
o
ar
e
at
th
e
in
ter
m
ed
iate
lev
el.
T
h
is
is
r
ef
lecte
d
in
th
e
r
esu
lts
o
f
SE
M
v
alu
e
f
o
r
esti
m
atin
g
late
n
t
ab
ilit
y
in
E
S,
I
E
,
a
n
d
E
D
d
im
en
s
io
n
s
was
at
th
e
lo
west r
an
g
e
o
f
l
o
g
its
.
ACK
NO
WL
E
DG
M
E
N
T
S
R
esear
ch
er
s
wo
u
ld
lik
e
to
t
ak
e
th
is
o
p
p
o
r
tu
n
ity
to
th
a
n
k
th
e
T
h
ailan
d
R
esear
ch
Fu
n
d
(
T
R
F)
Ad
v
an
ce
d
R
esear
ch
Sch
o
la
r
,
Kh
o
n
Kae
n
U
n
iv
er
s
ity
,
T
h
ailan
d
(
Gr
an
t
No
:
R
SA6
0
8
0
0
7
4
)
,
Facu
lty
o
f
E
d
u
ca
tio
n
,
Kh
o
n
Kae
n
Un
i
v
er
s
ity
to
m
ak
e
t
h
is
r
esear
ch
a
s
u
cc
ess
.
Sp
ec
ial
th
an
k
s
to
Gr
ad
u
ate
Sch
o
o
l
o
f
Kh
o
n
Kae
n
Un
i
v
er
s
ity
,
T
h
ai
l
an
d
f
o
r
p
r
o
v
id
in
g
f
in
a
n
cial
s
u
p
p
o
r
t
to
atten
d
at
th
e
3
r
d
W
o
r
ld
C
o
n
f
e
r
en
ce
o
n
E
d
u
ca
tio
n
2
0
1
9
(
W
C
E
DU
2
0
1
9
)
at
Ku
alar
L
u
m
p
u
r
,
Ma
lay
s
ia
.
RE
F
E
R
E
NC
E
S
[1
]
M
.
M
a
iso
n
,
e
t
a
l
.
,
“
Co
m
p
a
ris
o
n
o
f
S
t
u
d
e
n
t
Att
it
u
d
e
s
to
wa
rd
s
Na
tu
ra
l
S
c
ien
c
e
s,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
i
n
E
d
u
c
a
ti
o
n
,
v
o
l
.
9
,
n
o
.
1
,
p
p
.
5
0
-
6
1
,
2
0
2
0
.
[2
]
J.
Ju
frid
a
,
e
t
a
l
.
,
“
S
c
ie
n
ti
fic
Li
tera
c
y
a
n
d
S
c
ien
c
e
Lea
rn
in
g
Ac
h
i
e
v
e
m
e
n
t
a
t
Ju
n
i
o
r
Hi
g
h
S
c
h
o
o
l
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Eva
l
u
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
Ed
u
c
a
ti
o
n
,
v
o
l.
8
,
n
o
.
4
,
p
p
.
6
3
0
-
6
3
6
,
2
0
1
9
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
9
6
3
-
9
7
0
970
[3
]
Z.
Tau
ri
n
a
,
“
S
tu
d
e
n
t’s
M
o
ti
v
a
ti
o
n
a
n
d
Lea
rn
i
n
g
O
u
tco
m
e
s:
S
ig
n
if
ica
n
t
F
a
c
to
rs
i
n
I
n
tern
a
l
S
t
u
d
y
Q
u
a
li
ty
As
su
ra
n
c
e
S
y
ste
m
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
fo
r Cro
ss
-
Disc
ip
k
in
a
ry
S
u
b
jec
ts i
n
Ed
u
c
a
ti
o
n
,
v
o
l
.
5
,
n
o
.
4
,
p
p
.
2
6
2
5
-
2
6
3
0
,
2
0
1
5
.
[4
]
C.
Yu
e
n
y
o
n
g
a
n
d
P
.
Na
rjaik
a
e
w
,
“
S
c
ien
c
e
Li
tera
c
y
a
n
d
T
h
a
il
a
n
d
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
E
n
v
iro
n
me
n
ta
l
&
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
4
,
n
o
.
3
,
p
p
.
3
3
5
-
3
4
9
,
2
0
0
9
.
[5
]
J.
F
.
Os
b
o
r
n
e
,
“
Arg
u
in
g
to
Lea
rn
i
n
S
c
ie
n
c
e
:
Th
e
Ro
le
o
f
C
o
ll
a
b
o
ra
ti
v
e
,
Crit
ica
l
Disc
o
u
rse
,
”
S
c
ien
c
e
,
v
o
l.
3
2
8
,
n
o
.
5
9
7
7
,
p
p
.
4
6
3
-
4
6
6
,
2
0
1
0
.
[6
]
R.
M
il
lar,
“
Twe
n
ty
-
first
Ce
n
t
u
ry
S
c
ien
c
e
:
In
si
g
h
ts
fr
o
m
th
e
De
si
g
n
a
n
d
Im
p
lem
e
n
tatio
n
o
f
a
S
c
i
e
n
ti
fic
Li
tera
c
y
Ap
p
ro
a
c
h
in
S
c
h
o
o
l
S
c
ien
c
e
,
”
In
t
e
rn
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
2
8
,
n
o
.
1
3
,
p
p
.
1
4
9
9
-
1
5
2
1
,
2
0
0
6
.
[7
]
OECD,
“
P
IS
A
f
o
r
De
v
e
lo
p
m
e
n
t
S
c
ien
c
e
F
ra
m
e
wo
rk
,
”
PIS
A
fo
r
De
v
e
lo
p
me
n
t
Asse
ss
me
n
t
a
n
d
A
n
a
lytic
a
l
Fra
me
wo
rk
:
Rea
d
i
n
g
,
M
a
t
h
e
ma
ti
c
s a
n
d
S
c
ien
c
e
,
2
0
1
7
.
[8
]
L.
G
iam
m
a
tt
e
o
,
“
Co
m
p
e
ten
c
y
-
b
a
se
d
As
se
ss
m
e
n
t
in
t
h
e
S
c
ien
c
e
Lab
,
”
Ob
se
rv
a
t
o
ry
o
f
Ed
u
c
a
ti
o
n
a
l
In
n
o
v
a
ti
o
n
,
2
0
1
8
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
t
tp
s://
o
b
se
rv
a
to
r
y
.
tec
.
m
x
/e
d
u
-
b
it
s
-
2
/c
o
m
p
e
ten
c
y
-
b
a
se
d
-
a
ss
e
ss
m
e
n
t
-
in
-
th
e
-
sc
ien
c
e
-
lab
[9
]
M
.
T.
Ka
n
e
a
n
d
R.
J.
Tan
n
e
n
b
a
u
m
,
“
Th
e
R
o
le
o
f
Co
n
stru
c
t
M
a
p
s
in
S
tan
d
a
rd
S
e
tt
in
g
,”
M
e
a
su
re
me
n
t
:
In
ter
d
isc
ip
li
n
a
ry
Res
e
a
rc
h
a
n
d
P
e
rs
p
e
c
ti
v
e
s
,
v
o
l.
1
1
,
n
o
.
4
,
p
p
.
1
7
7
-
1
8
0
,
2
0
1
3
.
[1
0
]
A.
E.
Wy
se
,
“
Co
n
str
u
c
t
M
a
p
a
s
a
F
o
u
n
d
a
ti
o
n
f
o
r
S
tan
d
a
rd
S
e
tt
i
n
g
,
”
M
e
a
su
re
me
n
t:
In
ter
d
isc
ip
l
in
a
ry
Res
e
a
rc
h
a
n
d
Per
sp
e
c
ti
v
e
s
,
v
o
l.
1
1
,
n
o
.
4
,
p
p
.
1
3
9
-
1
7
0
,
2
0
1
3
.
[1
1
]
M
.
Wi
lso
n
,
C
o
n
stru
c
ti
n
g
M
e
a
su
re
s:
An
Item
Res
p
o
n
se
M
o
d
e
li
n
g
A
p
p
ro
a
c
h
.
M
a
h
w
a
h
,
NJ
:
Law
re
n
c
e
Erl
b
a
u
m
As
so
c
.
,
2
0
0
5
.
[1
2
]
T.
C.
Re
e
v
e
s,
“
De
sig
n
Re
se
a
rc
h
fro
m
a
Tec
h
n
o
l
o
g
y
P
e
rsp
e
c
ti
v
e
,
”
I
n
J.
V.
D.
A
k
k
e
r,
K.
G
ra
v
e
m
e
ij
e
r,
S
.
M
c
Ke
n
n
e
y
a
n
d
N.
Nie
v
e
e
n
(Ed
s.)
,
E
d
u
c
a
t
io
n
a
l
De
sig
n
Res
e
a
rc
h
,
p
p
.
5
2
-
6
6
,
N
e
w Yo
rk
:
R
o
u
tl
e
d
g
e
,
2
0
0
6
.
[1
3
]
T.
Am
iel
a
n
d
T.
C.
Re
e
v
e
s,
“
De
sig
n
-
b
a
se
d
Re
se
a
rc
h
a
n
d
Ed
u
c
a
ti
o
n
a
l
Tec
h
n
o
l
o
g
y
:
Re
th
in
k
in
g
Tec
h
n
o
l
o
g
y
a
n
d
t
h
e
Re
se
a
rc
h
Ag
e
n
d
a
,
”
Ed
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
l
o
g
y
&
S
o
c
iety
,
v
o
l
.
1
1
,
n
o
.
4
,
p
p
.
2
9
-
4
0
,
2
0
0
8
.
[1
4
]
T.
S
tem
b
e
rg
e
r
a
n
d
M
.
Ce
n
c
ic,
“
De
sig
n
Ba
se
d
Re
se
a
rc
h
:
Th
e
Way
o
f
De
v
e
lo
p
i
n
g
a
n
d
Im
p
le
m
e
n
ti
n
g
,
”
W
o
rl
d
J
o
u
rn
a
l
o
n
E
d
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
l
o
g
y
:
Cu
rr
e
n
t
Iss
u
e
s
,
v
o
l
.
8
,
n
o
.
3
,
p
p
.
1
8
0
-
1
8
9
,
2
0
1
6
.
[1
5
]
R.
J.
Ad
a
m
s,
M
.
W
il
so
n
,
a
n
d
W
.
Wan
g
,
“
Th
e
M
u
l
ti
d
ime
n
si
o
n
a
l
Ra
n
d
o
m
C
o
e
fficie
n
ts
M
u
lt
i
n
o
m
ia
l
Lo
g
it
M
o
d
e
l,
”
Ap
p
li
e
d
Psy
c
h
o
lo
g
ica
l
M
e
a
su
re
m
e
n
t
,
v
o
l.
2
1
,
n
o
.
1
,
p
.
1
-
23
,
1
9
9
7
.
[1
6
]
P
.
Ju
n
p
e
n
g
,
M
.
I
n
p
ra
sit
h
a
a
n
d
M
.
Wi
lso
n
,
“
M
o
d
e
li
n
g
o
f
th
e
O
p
e
n
-
e
n
d
e
d
Item
s
fo
r
As
se
ss
in
g
M
u
lt
i
p
le
P
ro
ficie
n
c
ies
in
M
a
th
e
m
a
ti
c
a
l
P
ro
b
lem
S
o
lv
in
g
,
”
T
h
e
T
u
rk
ish
On
li
n
e
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
lo
g
y
,
v
o
l
.
2
,
S
p
e
c
ial
Iss
u
e
fo
r
INTE
-
ITI
CAM
-
IDEC
,
p
p
.
1
4
2
-
1
4
9
,
2
0
1
8
.
[1
7
]
M
.
C
u
ste
r,
“
S
a
m
p
le
siz
e
a
n
d
it
e
m
p
a
ra
m
e
ter
e
stim
a
ti
o
n
p
re
c
isio
n
w
h
e
n
u
ti
l
izin
g
t
h
e
o
n
e
-
p
a
ra
m
e
ter
‘
Ra
sc
h
’
m
o
d
e
l,
”
P
a
p
e
r
p
re
se
n
ted
a
t
T
h
e
a
n
n
u
a
l
me
e
ti
n
g
o
f
t
h
e
mid
-
we
ste
rn
E
d
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
Asso
c
ia
t
io
n
,
E
v
a
n
st
o
n
,
2
0
1
5
.
[1
8
]
S
.
Jia
n
g
,
C.
Wan
g
a
n
d
D.
J.
Weiss
,
“
S
a
m
p
le
S
ize
Re
q
u
irem
e
n
ts
fo
r
Esti
m
a
ti
o
n
o
f
Item
P
a
ra
m
e
ters
in
t
h
e
M
u
lt
i
d
ime
n
sio
n
a
l
G
ra
d
e
d
Re
sp
o
n
se
M
o
d
e
l,
”
Fr
o
n
t
ier
s
in
Psy
c
h
o
lo
g
y
,
v
o
l
.
7
,
p
.
1
0
9
,
2
0
1
6
.
[O
n
li
n
e
].
Av
a
il
a
b
le
:
h
tt
p
s:/
/d
o
i.
o
rg
/
1
0
.
3
3
8
9
/fp
sy
g
.
2
0
1
6
.
0
0
1
0
9
[1
9
]
D.
Ad
o
m
,
J.
A.
M
e
n
sa
h
a
n
d
D
.
A.
Da
k
e
,
“
Tes
t,
M
e
a
su
re
m
e
n
t
a
n
d
E
v
a
lu
a
ti
o
n
:
Un
d
e
rsta
n
d
i
n
g
a
n
d
Us
e
o
f
t
h
e
Co
n
c
e
p
ts
i
n
E
d
u
c
a
ti
o
n
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Ev
a
lu
a
ti
o
n
a
n
d
R
e
se
a
rc
h
in
E
d
u
c
a
ti
o
n
,
v
o
l.
9
,
n
o
.
1
,
p
p
.
1
0
9
-
1
1
9
,
2
0
2
0
.
[2
0
]
J.
Ad
u
-
M
e
n
sa
h
,
“
Th
e
Atti
tu
d
e
o
f
Ba
sic
S
c
h
o
o
l
Tea
c
h
e
rs
to
wa
rd
G
ra
d
in
g
P
ra
c
ti
c
e
s:
De
v
e
lo
p
in
g
a
S
tan
d
a
rd
ize
d
In
stru
m
e
n
t,
”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
S
o
c
i
a
l
S
c
ien
c
e
s &
Ed
u
c
a
ti
o
n
a
l
S
t
u
d
ies
,
v
o
l
.
5
,
n
o
.
1
,
p
p
.
5
2
-
6
2
,
2
0
1
8
.
[2
1
]
P
.
Ju
n
p
e
n
g
,
“
M
u
l
ti
d
im
e
n
si
o
n
a
l
It
e
m
Re
sp
o
n
se
T
h
e
o
ry
,
”
Ap
p
li
c
a
ti
o
n
o
f
M
u
lt
i
d
ime
n
sio
n
a
l
Item
Res
p
o
n
se
T
h
e
o
ry
to
Res
e
a
rc
h
,
p
.
7
5
,
2
0
1
8
.
[2
2
]
J.
M
.
Li
n
a
c
re
,
“
Op
ti
m
izin
g
Ra
ti
n
g
S
c
a
le
Ca
teg
o
ry
Eff
e
c
ti
v
e
n
e
ss
,
”
J
o
u
rn
a
l
o
f
A
p
p
li
e
d
M
e
a
s
u
re
me
n
t
,
v
o
l
.
3
,
n
o
.
1
,
p
p
.
8
5
-
1
0
0
,
2
0
0
2
.
[2
3
]
Am
e
rica
n
Ed
u
c
a
ti
o
n
a
l
Re
se
a
rc
h
As
so
c
iatio
n
(AERA),
Am
e
rica
n
P
sy
c
h
o
l
o
g
ica
l
As
so
c
iatio
n
(APA),
a
n
d
Na
ti
o
n
a
l
Co
u
n
c
il
o
n
M
e
a
su
re
m
e
n
t
in
E
d
u
c
a
ti
o
n
(NCME
),
S
t
a
n
d
a
r
d
s
f
o
r
Ed
u
c
a
ti
o
n
a
n
d
Psy
c
h
o
l
o
g
ic
a
l
T
e
stin
g
(6
th
e
d
.
)
.
Was
h
in
g
to
n
,
DC:
E
d
u
c
a
ti
o
n
a
l
Re
se
a
rc
h
As
so
c
iati
on
,
2
0
1
4
.
[2
4
]
M
.
L.
W
u
,
R.
J.
Ad
a
m
s,
M
.
R
.
W
il
so
n
a
n
d
S
.
A.
Ha
l
d
a
n
e
,
ACE
R
C
o
n
Qu
e
st
Ver
sio
n
2
:
Ge
n
e
ra
l
ize
d
I
tem
re
sp
o
n
se
s
mo
d
e
li
n
g
so
ft
wa
re
.
Ca
m
b
e
rwe
ll
:
Au
stra
li
a
n
C
o
u
n
c
il
fo
r
Ed
u
c
a
ti
o
n
a
l
Re
se
a
rc
h
,
2
0
0
7
[2
5
]
M
.
R.
W
il
so
n
a
n
d
P
.
De
B
o
e
c
k
,
“
De
sc
rip
ti
v
e
a
n
d
Ex
p
lan
a
t
o
ry
It
e
m
Re
sp
o
n
se
M
o
d
e
ls,”
In
P
.
De
Bo
e
c
k
&
M
.
Wi
lso
n
(Ed
s.)
,
Exp
l
a
n
a
t
o
ry
Item
M
o
d
e
ls:
A
Ge
n
e
ra
li
ze
d
L
in
e
a
r a
n
d
No
n
li
n
e
a
r
.
Ne
w Yo
r
k
:
S
p
rin
g
e
r
-
Ve
rlag
,
2
0
0
4
.
[2
6
]
L.
Ya
o
a
n
d
R.
D.
S
c
h
wa
rz
,
“
A
M
u
lt
id
ime
n
sio
n
a
l
P
a
rti
a
l
Cre
d
it
M
o
d
e
l
wit
h
As
so
c
iate
d
Item
a
n
d
Tes
t
S
tatis
ti
c
s:
An
Ap
p
li
c
a
ti
o
n
t
o
M
ix
e
d
-
f
o
rm
a
t
Tes
ts,”
Ap
p
l
ied
Psy
c
h
o
lo
g
ica
l
M
e
a
su
re
me
n
t
,
v
o
l
.
3
0
,
n
o
.
6
,
p
p
.
4
6
9
-
4
9
2
,
2
0
0
6
.
[2
7
]
G
.
S
c
h
wa
rz
,
“
Esti
m
a
ti
n
g
th
e
Dim
e
n
sio
n
o
f
a
M
o
d
e
l
,
”
T
h
e
A
n
n
a
ls
o
f
S
t
a
ti
stics
,
v
o
l.
6
,
n
o
.
2
,
p
p
.
4
6
1
-
4
6
4
,
1
9
7
8
.
[2
8
]
T.
H.
L
in
a
n
d
C
.
M
.
Da
y
to
n
,
“
M
o
d
e
l
S
e
lec
ti
o
n
I
n
fo
rm
a
ti
o
n
Cr
it
e
r
ia
fo
r
No
n
-
Ne
ste
d
Late
n
t
Clas
s
M
o
d
e
ls,”
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
l
a
n
d
Be
h
a
v
i
o
ra
l
S
t
a
ti
stics
,
v
o
l.
2
2
,
n
o
.
3
,
p
p
.
2
4
9
-
2
6
4
,
1
9
9
7
.
[2
9
]
K.
L.
M
c
Ne
il
l
a
n
d
J
.
S
.
Kra
jcik
.
“
S
c
ien
ti
fic
E
x
p
lan
a
ti
o
n
s:
Ch
a
ra
c
t
e
rizin
g
a
n
d
Ev
a
l
u
a
ti
n
g
t
h
e
Eff
e
c
t
s
o
f
Tea
c
h
e
rs’
In
stru
c
ti
o
n
a
l
P
ra
c
ti
c
e
s
o
n
S
t
u
d
e
n
t
Lea
rn
in
g
,
”
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
in
S
c
ien
c
e
T
e
a
c
h
in
g
,
v
o
l
4
5
,
n
o
.
1
,
p
p
.
5
5
-
7
8
,
2
0
0
8
.
[3
0
]
J.
C.
Nu
n
n
a
ll
y
,
Psy
c
h
o
me
tric th
e
o
ry
(2
nd
e
d
.
).
Ne
w Yo
rk
,
M
c
G
ra
w
-
Hill
,
1
9
7
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.