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d
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sio
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a
m
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ti
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stru
c
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re
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K
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w
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s
:
An
aly
tical
th
in
k
in
g
Ass
es
s
m
en
t to
o
l
Ma
th
em
atica
l r
ea
d
in
g
Ma
th
em
atica
l w
r
itin
g
Mu
ltid
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en
s
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al
m
o
d
el
T
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is i
s
a
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c
c
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d
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CC B
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li
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se
.
C
o
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r
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s
p
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A
uth
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r
:
Pu
tch
ar
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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
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Kae
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4
0
0
0
2
,
T
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.
E
m
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ac
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th
1.
I
NT
RO
D
UCT
I
O
N
Ma
th
em
atics
is
an
im
p
o
r
tan
t
s
u
b
ject
b
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au
s
e
it
p
r
o
v
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l
k
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p
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s
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r
o
le
in
s
tim
u
latin
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s
tu
d
en
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s
l
ea
r
n
in
g
[
1
,
2
]
.
T
h
is
ca
n
b
e
e
x
p
lain
ed
b
y
th
e
f
ac
t
th
at
m
ath
e
m
atics
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o
t
o
n
ly
a
f
u
n
d
am
e
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tal
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b
u
t
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a
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u
n
d
atio
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f
o
r
m
an
y
o
t
h
er
s
cien
tific
d
is
cip
lin
es
[
3
,
4
]
.
I
f
m
ath
em
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teac
h
er
s
ar
e
to
b
e
ju
d
g
ed
b
y
th
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tco
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th
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en
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least
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co
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p
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ak
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r
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s
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ld
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ex
p
lici
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s
o
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at
th
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class
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m
ac
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m
ay
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alig
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an
d
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ea
s
o
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u
d
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e
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ts
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ay
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ad
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r
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a
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d
in
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t
h
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class
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f
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teac
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s
m
ath
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co
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ce
r
n
in
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t
h
eir
clas
s
r
o
o
m
f
o
cu
s
[
5
,
6
]
.
T
h
er
e
f
o
r
e
,
s
o
m
e
d
e
g
r
ee
o
f
r
e
g
u
latio
n
is
d
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m
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n
ec
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ar
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b
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th
cu
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lu
m
d
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c
u
m
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p
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s
y
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tem
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ass
e
s
s
m
en
t
in
th
e
cu
r
r
en
t
g
lo
b
al
ed
u
ca
tio
n
al
clim
ate
[
7
,
8
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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Acc
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in
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o
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ated
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ath
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atica
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co
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t
n
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[
9
,
1
1
]
.
An
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th
in
k
in
g
ass
is
ts
s
tu
d
en
ts
in
s
o
lv
in
g
p
r
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b
lem
s
in
m
ath
em
atics.
Stu
d
e
n
ts
n
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d
to
u
n
d
e
r
s
tan
d
p
a
r
ts
o
f
th
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s
itu
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,
th
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ab
ilit
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to
s
cr
u
tin
ize
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d
b
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k
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f
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ts
.
Ap
ar
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f
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o
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t
h
e
ab
o
v
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we
als
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n
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d
to
k
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m
in
d
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at
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ar
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if
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er
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s
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lu
tio
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.
T
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e
Natio
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T
est
in
T
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class
if
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m
ath
em
atica
l
liter
ac
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in
to
f
o
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r
lev
els
–
p
r
e
-
an
aly
tics
,
p
ar
tial
-
an
aly
tical,
s
em
i
-
a
n
aly
t
ical
an
d
an
aly
tical
[
1
1
]
.
M
a
t
h
em
atica
l
r
ea
d
in
g
is
im
p
o
r
ta
n
t
b
ec
au
s
e
s
tu
d
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to
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k
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g
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m
ath
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atica
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co
m
m
u
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s
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n
tly
,
o
r
g
an
ize
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g
h
ts
,
s
tr
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ctu
r
e
ar
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u
m
e
n
ts
,
ex
ten
d
th
eir
th
in
k
in
g
a
n
d
k
n
o
wled
g
e
to
c
o
v
er
o
th
e
r
p
er
s
p
ec
tiv
es
an
d
ex
p
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s
,
u
n
d
er
s
tan
d
th
eir
o
wn
p
r
o
b
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-
s
o
l
v
in
g
an
d
th
in
k
in
g
p
r
o
ce
s
s
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wel
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as
o
f
o
th
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s
an
d
f
in
ally
d
ev
elo
p
f
lex
ib
ilit
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in
r
ep
r
ese
n
tin
g
a
n
d
i
n
ter
p
r
etin
g
id
ea
s
[
1
2
]
.
Ma
th
em
atica
l
wr
itin
g
i
s
an
o
th
er
ess
en
tial
ab
ilit
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th
at
s
tu
d
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ts
n
ee
d
,
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o
r
d
er
to
wr
ite
clea
r
m
ath
em
atic
al
ex
p
lan
atio
n
s
.
I
f
s
tu
d
e
n
ts
wan
t
to
co
n
tr
ib
u
te
to
th
e
g
r
ea
ter
b
o
d
y
o
f
m
ath
em
at
ical
k
n
o
wled
g
e,
t
h
ey
m
u
s
t
b
e
ab
le
to
co
m
m
u
n
icate
th
eir
id
e
as
in
a
way
th
at
is
co
m
p
r
eh
e
n
s
ib
le
to
o
th
e
r
s
[
1
3
]
.
Acc
o
r
d
in
g
to
[
1
4
]
,
m
ath
em
at
ics
ab
ilit
y
en
ab
les
s
tu
d
en
ts
t
o
co
m
p
r
e
h
en
d
m
at
h
em
atics
co
n
ce
p
t,
to
ex
p
lain
th
e
co
r
r
elatio
n
o
f
co
n
ce
p
ts
an
d
t
o
ap
p
ly
c
o
n
ce
p
t
o
f
alg
o
r
ith
m
f
le
x
ib
ly
,
ac
cu
r
at
ely
,
ef
f
icien
tly
,
an
d
p
r
ec
is
ely
in
p
r
o
b
lem
-
s
o
lv
in
g
.
C
u
r
r
en
tly
,
th
er
e
is
n
o
t
an
ap
p
r
o
p
r
iate
ass
ess
m
en
t
to
o
l
to
ass
ess
s
tu
d
en
ts
’
r
ea
d
in
g
,
an
al
y
zin
g
,
an
d
wr
itin
g
s
k
ills
in
m
ath
em
atics
ac
co
r
d
an
ce
to
th
e
r
ec
o
r
d
f
r
o
m
th
e
Of
f
ice
f
o
r
Natio
n
al
E
d
u
ca
tio
n
Stan
d
ar
d
s
an
d
Qu
ality
Ass
e
s
s
m
en
t [
1
5
]
.
I
f
we
h
av
e
a
h
ig
h
-
q
u
ality
to
o
l,
we
ca
n
u
s
e
th
e
r
esu
lts
f
r
o
m
th
e
ass
ess
m
en
t
to
im
p
r
o
v
e
t
ea
ch
er
p
e
r
f
o
r
m
an
ce
a
n
d
also
en
ab
le
s
tu
d
en
ts
to
e
n
h
an
ce
th
eir
m
ath
em
atica
l
r
ea
d
in
g
,
m
ath
em
atica
l
wr
itin
g
an
d
an
al
y
tical
s
k
ills
.
I
n
th
is
lin
e
o
f
r
ea
s
o
n
in
g
,
cu
r
r
e
n
t
r
esear
ch
is
aim
ed
to
d
ev
elo
p
an
d
v
alid
ate
th
e
q
u
al
ity
o
f
a
n
ass
ess
m
en
t
to
o
l
f
o
r
ev
alu
atin
g
th
e
m
ath
em
atica
l
r
e
ad
in
g
,
a
n
aly
tical
th
in
k
in
g
,
an
d
m
ath
em
atica
l w
r
itin
g
(
R
T
W
)
o
f
f
o
u
r
th
-
g
r
ad
e
s
t
u
d
en
ts
.
T
h
e
m
ath
em
atica
l
r
ea
d
in
g
d
i
m
en
s
io
n
co
n
s
is
ts
o
f
in
ter
p
r
etin
g
th
e
p
r
o
b
lem
s
an
d
ca
p
tu
r
in
g
th
e
p
o
in
ts
.
T
h
e
an
aly
tical
th
in
k
in
g
,
w
h
ich
is
co
m
m
o
n
to
b
o
th
th
e
d
i
m
en
s
io
n
s
in
clu
d
e
s
p
r
o
b
lem
-
s
o
lv
in
g
an
d
r
atio
n
al
th
in
k
in
g
in
d
icato
r
s
.
Ma
th
em
atica
l
wr
itin
g
co
v
er
s
r
ep
o
r
t
th
is
f
ir
s
t
an
d
th
en
r
ep
o
r
t
an
aly
tical
th
in
k
in
g
d
im
en
s
io
n
.
I
n
t
h
e
f
ir
s
t
p
ilo
t
s
tu
d
y
,
we
f
o
u
n
d
t
h
at
m
ath
em
ati
ca
l
th
in
k
in
g
is
a
m
u
lti
d
im
en
s
io
n
al
co
n
s
tr
u
ct
th
at
co
m
p
r
is
es
o
f
two
s
u
b
d
im
e
n
s
io
n
s
–
m
ath
em
atica
l
r
ea
d
in
g
an
d
m
ath
em
atica
l
wr
itin
g
.
W
e
ju
s
tify
th
e
ab
o
v
e
ar
g
u
m
en
t
b
y
p
r
o
v
id
in
g
ev
id
en
ce
f
o
r
v
alid
ity
,
r
eliab
ilit
y
a
n
d
item
f
it.
As
th
e
r
esu
lts
,
th
is
r
esear
ch
was
f
o
cu
s
e
d
o
n
r
ea
d
in
g
an
d
an
aly
tical
th
in
k
in
g
(
R
AT
)
,
an
d
wr
itin
g
an
d
an
aly
tical
th
in
k
in
g
(
W
AT
)
d
i
m
en
s
io
n
s
.
W
e
u
s
ed
th
e
b
etwe
en
-
item
m
u
ltid
im
en
s
io
n
al
m
o
d
el.
T
h
is
m
ea
n
s
th
at
ea
ch
item
m
ap
p
ed
o
n
ly
to
o
n
e
d
im
en
s
io
n
as
s
h
o
wn
in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
B
etwe
en
-
item
m
u
lti
d
im
en
s
io
n
al
m
o
d
el
f
o
r
ass
ess
i
n
g
R
T
W
2.
RE
S
E
ARCH
M
E
T
H
O
D
R
esear
ch
er
s
ad
o
p
ted
th
e
m
u
ltid
im
en
s
io
n
al
m
o
d
elin
g
ap
p
r
o
ac
h
[
1
6
-
19
]
an
d
d
esig
n
-
b
ased
r
esear
ch
[
2
0
,
2
1
]
m
eth
o
d
to
d
ev
elo
p
th
e
ass
ess
m
en
t
to
o
l.
W
e
u
s
ed
th
e
Mu
ltid
im
en
s
io
n
al
R
an
d
o
m
C
o
ef
f
icien
ts
Mu
ltin
o
m
ial
L
o
g
it M
o
d
el
(
MRC
ML
)
to
v
alid
ate
th
e
q
u
ality
o
f
th
e
d
ev
elo
p
ed
ass
ess
m
en
t to
o
l.
2
.
1
.
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
)
W
e
u
s
e
I
tem
R
esp
o
n
s
e
T
h
eo
r
y
m
eth
o
d
s
to
an
aly
ze
th
e
item
s
.
I
R
T
m
eth
o
d
s
h
av
e
ad
v
an
tag
es
o
v
er
class
ical
test
th
eo
r
y
ap
p
r
o
ac
h
es
[
1
7
,
1
8
]
.
W
ith
in
th
e
f
am
ily
o
f
I
R
T
m
o
d
els
we
u
s
e
th
e
Mu
ltid
im
en
s
io
n
al
R
an
d
o
m
C
o
ef
f
icien
ts
Mu
ltin
o
m
ial
L
o
g
it
I
tem
R
esp
o
n
s
e
Mo
d
el
(
MRC
ML
)
[
1
9
]
b
ec
au
s
e
it
r
etain
s
th
e
esti
m
ate
f
o
r
ea
ch
item
wh
ile
m
o
d
el
in
g
d
ep
en
d
en
cies b
etwe
en
th
em
.
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
men
t o
f a
n
a
s
s
ess
men
t
to
o
l fo
r
ma
th
ema
tica
l rea
d
i
n
g
,
a
n
a
lytica
l th
i
n
kin
g
a
n
d
…
(
N
u
ttid
a
K
eso
r
n
)
957
2
.
2
.
P
o
pu
la
t
io
n a
nd
s
a
m
ple
A
to
tal
o
f
2
2
2
f
o
u
r
th
g
r
ad
e
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
o
f
v
ar
y
in
g
ab
ilit
ies
s
tu
d
y
in
g
in
s
ch
o
o
ls
o
f
v
ar
y
in
g
s
izes
(
s
m
all,
m
ed
iu
m
,
an
d
b
ig
)
in
th
e
Nak
h
o
n
R
atch
asima
Pro
v
in
ce
,
T
h
ailan
d
wer
e
r
an
d
o
m
ly
s
elec
ted
.
T
h
is
is
th
e
m
in
im
u
m
s
am
p
le
s
ize
r
eq
u
ir
ed
f
o
r
u
s
in
g
m
u
ltid
im
en
s
io
n
al
item
r
esp
o
n
s
e
m
o
d
el
in
o
r
d
er
to
g
et
q
u
ality
in
f
o
r
m
atio
n
.
2
.
3
.
Resea
rc
h pro
ce
du
re
T
h
e
d
esig
n
-
b
ased
r
esear
ch
p
r
o
ce
d
u
r
e
co
n
s
is
ted
o
f
f
o
u
r
p
h
ases
as
f
o
llo
ws:
1
)
an
aly
ze
h
o
w
s
tu
d
en
ts
s
o
lv
e
m
ath
em
atica
l
p
r
o
b
lem
s
;
2
)
d
ev
elo
p
th
e
ass
ess
m
en
t
to
o
l
;
3
)
v
alid
atio
n
o
f
th
e
to
o
l
;
an
d
4
)
r
ef
lectio
n
.
I
n
th
e
f
ir
s
t
p
h
ase,
we
co
llab
o
r
ate
with
m
ath
em
atics
teac
h
er
s
to
d
ev
elo
p
th
e
co
n
ce
p
tu
al
m
o
d
el
o
f
m
ath
em
atica
l
r
ea
d
in
g
,
m
ath
em
atica
l
wr
itin
g
an
d
an
aly
tical
ab
ilit
y
in
lin
e
with
th
e
co
r
e
cu
r
r
icu
lu
m
in
b
asic
ed
u
ca
tio
n
2008
(
r
ev
is
ed
ed
itio
n
2
0
1
7
)
.
W
e
co
llect
d
ata
th
r
o
u
g
h
in
ter
v
iews
an
d
u
s
in
g
th
in
k
-
alo
u
d
tech
n
iq
u
es.
I
n
th
e
s
ec
o
n
d
p
h
ase,
we
d
ev
elo
p
a
p
r
o
to
ty
p
e
g
u
id
ed
b
y
th
e
test
b
lu
ep
r
in
t
to
ass
ess
s
tu
d
en
t’
s
R
AT
an
d
W
AT
.
A
to
tal
o
f
1
9
item
s
wer
e
d
ev
elo
p
ed
to
m
ea
s
u
r
e
s
tu
d
en
t’
s
ab
ilit
y
in
th
e
two
d
im
en
s
io
n
s
.
I
n
th
e
th
ir
d
p
h
ase,
r
esear
ch
er
s
v
alid
ated
th
e
q
u
ality
o
f
th
e
d
ev
elo
p
ed
ass
ess
m
en
t
to
o
l
b
y
co
n
s
id
er
in
g
its
v
alid
ity
an
d
r
eliab
ilit
y
.
T
h
er
e
wer
e
th
r
ee
v
alid
ity
ev
id
en
ce
th
at
r
esear
ch
er
s
to
o
k
in
to
co
n
s
id
er
atio
n
,
n
am
ely
1
)
te
s
t
co
n
ten
t
b
y
ex
p
er
ts
an
d
th
e
W
r
ig
h
t
Ma
p
;
2
)
s
tu
d
en
ts
’
r
esp
o
n
s
e
p
r
o
ce
s
s
es
as
th
e
ch
ar
ac
ter
is
tics
o
f
s
tu
d
en
ts
’
th
in
k
in
g
r
ef
lecte
d
in
th
e
T
h
in
k
-
alo
u
d
’
s
Fo
r
m
;
an
d
3
)
in
ter
n
al
s
tr
u
ctu
r
e
th
r
o
u
g
h
th
e
W
r
ig
h
t
Ma
p
u
s
in
g
AC
E
R
C
o
n
q
u
est
2
.
0
[
2
2
,
2
3
]
.
Mo
r
eo
v
er
,
th
e
r
el
iab
ilit
y
o
f
ass
ess
m
en
t
to
o
l
th
at
r
esear
ch
er
s
to
o
k
in
to
co
n
s
id
er
atio
n
wer
e
:
1
)
r
eliab
ilit
y
o
f
th
e
E
x
p
ec
ted
-
A
-
Po
s
ter
io
r
i
an
d
Sep
ar
atio
n
(
E
AP/P
V)
wh
ich
is
a
m
ea
s
u
r
em
en
t
o
f
th
e
co
n
s
is
ten
cy
o
f
m
u
ltid
im
en
s
io
n
al
an
aly
s
is
;
2
)
in
ter
n
al
co
n
s
is
ten
cy
u
s
in
g
C
r
o
n
b
ac
h
’
s
Alp
h
a
C
o
ef
f
icien
t
;
an
d
3
)
Stan
d
ar
d
er
r
o
r
o
f
m
ea
s
u
r
em
en
t
(
SEM
)
in
lin
e
with
th
e
ed
u
ca
tio
n
al
an
d
p
s
y
ch
o
lo
g
ical
ass
ess
m
en
t
s
tan
d
ar
d
s
[
2
4
]
.
Fin
ally
,
we
r
ef
lect
o
n
th
e
ass
ess
m
en
t
an
d
p
r
o
p
o
s
e
ch
an
g
es
if
n
ec
ess
ar
y
.
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
Dev
elo
pm
ent
o
f
a
s
s
ess
m
ent
t
o
o
l
R
esear
ch
er
s
d
ev
elo
p
ed
an
ass
ess
m
en
t
to
o
l
co
n
s
is
tin
g
o
f
1
9
item
s
to
ev
alu
ate
f
o
u
r
t
h
-
g
r
a
d
e
s
tu
d
en
ts
’
Ma
th
em
atica
l c
ap
ab
ilit
ies in
t
er
m
s
o
f
th
eir
R
T
W
.
T
h
is
as
s
es
s
m
en
t to
o
l c
o
n
s
is
ts
o
f
s
ev
en
it
em
s
in
R
AT
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p
r
iate
item
s
.
Mo
r
e
o
v
er
,
th
e
v
alid
ity
ev
id
en
ce
s
u
g
g
ested
t
h
at
th
e
as
s
ess
m
en
t
to
o
l
is
f
o
u
n
d
ap
p
r
o
p
r
iate
f
o
r
a
s
tu
d
en
t
in
t
h
e
in
te
r
m
ed
iate
to
th
e
l
o
w
lev
el
m
o
r
e
th
a
n
h
ig
h
lev
el
in
R
AT
an
d
in
th
e
in
ter
m
e
d
iate
to
th
e
h
ig
h
lev
el
m
o
r
e
th
an
l
o
w
lev
el
in
W
AT
.
T
h
is
is
b
ec
au
s
e
th
e
lo
west R
T
W
le
v
el
o
f
s
tu
d
e
n
ts
s
h
o
wed
th
e
h
ig
h
es
t e
r
r
o
r
o
f
SEM
v
alu
e.
Ho
wev
er
,
th
e
r
e
ar
e
s
till
s
o
m
e
lim
itatio
n
s
in
th
is
r
esear
ch
b
ec
au
s
e
r
esear
ch
er
s
u
s
ed
o
n
ly
th
r
ee
v
alid
ity
q
u
ality
m
eth
o
d
s
to
m
ea
s
u
r
e
th
e
ass
ess
m
en
t
to
o
l.
T
h
er
ef
o
r
e,
f
u
tu
r
e
r
esear
ch
er
s
ca
n
co
n
s
id
er
o
th
e
r
cr
iter
ia
to
d
ete
r
m
in
e
t
h
e
co
e
f
f
i
cien
t
b
etwe
en
co
n
d
itio
n
al
ac
c
u
r
ac
y
a
n
d
p
r
ed
ictiv
e
v
alid
ity
b
y
lo
o
k
in
g
in
to
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
c
o
n
s
tr
u
cted
test
an
d
s
tu
d
en
ts
’
s
tan
d
ar
d
ized
ex
am
in
atio
n
.
Mu
l
tid
im
en
s
io
n
al
I
tem
R
esp
o
n
s
e
T
h
eo
r
y
th
at
u
tili
ze
d
in
t
h
is
r
esear
ch
n
ee
d
s
to
s
p
an
th
e
r
an
g
e
o
f
item
d
if
f
ic
u
lties
f
o
r
ac
c
u
r
ate
esti
m
atio
n
o
f
th
e
item
p
ar
am
eter
s
.
T
h
er
ef
o
r
e,
f
u
tu
r
e
r
esear
c
h
er
s
h
av
e
to
u
s
e
n
o
n
-
r
a
n
d
o
m
s
am
p
le
s
o
th
at
th
e
esti
m
ated
p
ar
am
eter
c
o
u
ld
later
co
v
e
r
th
e
wh
o
le
r
an
g
e
o
f
d
iv
er
s
e
ca
p
ab
ilit
ies
lev
els
f
r
o
m
th
e
lo
west
lev
el
(
lo
g
it
≤
=
3
)
to
th
e
h
ig
h
est lev
e
l (
lo
g
it ≥
+3
)
.
MRC
ML
i
s
a
g
en
er
al
an
d
f
lex
ib
le
m
o
d
el
th
at
h
as
b
ee
n
u
s
ed
b
y
r
esear
ch
e
r
s
to
d
esig
n
m
atr
ices
to
s
p
ec
if
y
th
e
r
elatio
n
s
h
ip
b
etwe
en
r
esp
o
n
s
es
to
th
e
item
s
an
d
s
tr
u
ctu
r
al
p
ar
am
eter
s
f
o
r
th
e
g
iv
en
m
ea
s
u
r
em
e
n
t
s
itu
atio
n
th
at
a
llo
ws
f
o
r
th
e
s
p
ec
if
icatio
n
o
f
a
lar
g
e
n
u
m
b
er
o
f
m
u
ltid
im
en
s
io
n
al
item
r
esp
o
n
s
e
m
o
d
els.
C
o
n
s
eq
u
en
tly
,
r
esear
c
h
er
s
wo
u
ld
lik
e
to
s
u
g
g
est
to
th
e
Min
i
s
tr
y
o
f
E
d
u
ca
tio
n
,
T
h
ailan
d
to
co
n
d
u
ct
th
e
r
elate
d
tr
ain
in
g
f
o
r
m
ath
em
atics
teac
h
er
s
s
o
th
at
th
e
y
k
n
o
w
h
o
w
to
u
tili
ze
th
e
MRC
ML
m
o
d
el
wh
en
e
v
er
t
h
ey
in
v
o
lv
e
in
ass
ess
in
g
th
eir
s
tu
d
en
ts
’
m
ath
em
atica
l
lear
n
in
g
p
r
o
b
lem
s
.
Ultim
ately
,
th
e
ass
ess
m
en
t
to
o
l
will
ass
is
t
th
em
to
ass
es
s
th
eir
s
tu
d
en
ts
’
m
u
ltid
im
en
s
io
n
al
m
ath
em
atica
l
p
r
o
f
icien
cies
an
d
im
p
r
o
v
e
th
ei
r
o
v
er
al
l
m
at
h
em
atica
l p
r
o
f
icien
cies a
s
a
to
tal.
ACK
NO
WL
E
DG
E
M
E
NT
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
lar
,
an
d
Kh
o
n
Kae
n
Un
i
v
er
s
ity
,
T
h
ailan
d
(
Gr
a
n
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
ail
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.
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
5
5
-
9
6
2
962
RE
F
E
R
E
NC
E
S
[1
]
P
.
Ju
n
p
e
n
g
,
e
t
a
l.
,
“
Co
n
stru
c
ti
n
g
p
r
o
g
re
ss
m
a
p
s
o
f
d
ig
i
tal
tec
h
n
o
lo
g
y
f
o
r
d
iag
n
o
si
n
g
m
a
th
e
m
a
ti
c
a
l
p
r
o
ficie
n
c
y
,
”
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
n
d
L
e
a
rn
i
n
g
,
v
o
l.
8
,
no.
6
,
p
p
.
9
0
-
1
0
2
,
2
0
1
9
.
[2
]
J.
Ad
ler,
“
Lea
rn
in
g
a
b
o
u
t
M
a
t
h
e
m
a
ti
c
s
Tea
c
h
in
g
a
n
d
Lea
rn
in
g
fro
m
S
t
u
d
y
i
n
g
Rit
u
a
ls
a
n
d
Rit
u
a
li
z
a
ti
o
n
?
A
Co
m
m
e
n
tary
,
”
Ed
u
c
a
ti
o
n
a
l
S
tu
d
i
e
s in
M
a
th
e
ma
ti
c
s
,
v
o
l.
1
0
1
,
n
o
.
2
,
p
p
.
2
9
1
-
2
9
9
,
2
0
1
9
.
[3
]
H.
Latti
m
e
r,
“
Tran
sla
ti
n
g
Th
e
o
ry
in
t
o
P
ra
c
ti
c
e
:
M
a
k
i
n
g
M
e
a
n
i
n
g
o
f
Le
a
rn
e
r
Ce
n
tere
d
E
d
u
c
a
ti
o
n
F
ra
m
e
wo
rk
s
fo
r
Clas
sro
o
m
-
b
a
se
d
P
ra
c
ti
ti
o
n
e
rs,”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
De
v
e
lo
p
me
n
t
,
v
o
l
.
4
5
,
p
p
.
6
5
-
7
6
,
N
o
v
.
2
0
1
5
.
[4
]
Y
-
M
.
Hu
a
n
g
,
S
-
H.
Hu
a
n
g
a
n
d
T
-
T.
W
u
,
“
Emb
e
d
d
in
g
Dia
g
n
o
stic
s
in
a
Dig
it
a
l
G
a
m
e
fo
r
Lea
rn
i
n
g
M
a
th
e
m
a
ti
c
s,”
Ed
u
c
a
ti
o
n
T
e
c
h
n
o
l
o
g
y
Res
e
a
rc
h
a
n
d
De
v
e
lo
p
me
n
t
,
v
o
l.
6
2
,
n
o
.
2
,
p
p
.
1
8
7
-
2
0
7
,
2
0
1
4
.
[5
]
Z,
Ak
s
u
,
“
P
re
-
se
rv
ice
m
a
th
e
m
a
ti
c
s
tea
c
h
e
rs’
p
e
d
a
g
o
g
ica
l
c
o
n
ten
t
k
n
o
wle
d
g
e
re
g
a
r
d
in
g
st
u
d
e
n
t
m
istak
e
s
o
n
t
h
e
su
b
jec
t
o
f
c
ircle
,
”
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
Res
e
a
rc
h
in
Ed
u
c
a
ti
o
n
,
v
o
l.
8
,
n
o
.
3
,
p
p
.
4
4
0
-
4
4
5
,
2
0
1
9
.
[6
]
C.
L
o
n
g
,
T.
Du
n
n
e
a
n
d
H.
d
e
K
o
c
k
,
“
M
a
th
e
m
a
ti
c
s,
Cu
rric
u
lu
m
a
n
d
As
se
ss
m
e
n
t:
Th
e
R
o
le
o
f
Tax
o
n
o
m
ies
in
th
e
Qu
e
st f
o
r
C
o
h
e
re
n
c
e
,
”
Pyth
a
g
o
ra
s
,
v
o
l
.
3
5
,
n
o
.
2
,
p
p
.
1
-
1
4
,
2
0
1
4
.
[7
]
G.
M
.
Rich
a
rd
so
n
,
L.
L
.
By
r
n
e
a
n
d
L.
L.
Li
a
n
g
,
“
M
a
k
in
g
Lea
r
n
in
g
Visib
le:
De
v
e
lo
p
in
g
P
re
se
rv
ice
Tea
c
h
e
rs’
P
e
d
a
g
o
g
ica
l
Co
n
ten
t
K
n
o
wle
d
g
e
a
n
d
Tea
c
h
in
g
Eff
ica
c
y
B
e
li
e
fs
in
En
v
ir
o
n
m
e
n
tal
E
d
u
c
a
ti
o
n
,
”
A
p
p
li
e
d
En
v
iro
n
me
n
ta
l
Ed
u
c
a
ti
o
n
&
C
o
m
mu
n
ica
t
io
n
,
v
o
l.
1
7
,
n
o
.
1
,
p
p
.
4
1
-
5
6
,
2
0
1
8
.
[8
]
W.
Ku
ip
e
r,
N.
Nie
v
e
e
n
a
n
d
J.
B
e
rk
v
e
n
s,
“
Cu
rricu
l
u
m
Re
g
u
lati
o
n
a
n
d
F
re
e
d
o
m
i
n
th
e
Ne
th
e
rlan
d
s
–
A
P
u
z
z
li
n
g
P
a
ra
d
o
x
,
”
in
W.
Ku
i
p
e
r
a
n
d
J.
Be
rk
v
e
n
s
(E
d
s.),
Ba
la
n
c
in
g
Cu
rr
icu
lu
m
Fre
e
d
o
m
a
n
d
Re
g
u
l
a
ti
o
n
a
c
ro
ss
E
u
ro
p
e
.
CIDREE
Y
e
a
rb
o
o
k
2
0
1
3
,
p
p
.
1
3
9
-
1
6
2
,
2
0
1
3
.
[9
]
K.
Bu
lk
o
v
á
a
n
d
S
.
Če
re
tk
o
v
á
,
“
Ru
b
rics
a
s
As
se
ss
m
e
n
t
To
o
l
o
f
M
a
th
e
m
a
ti
c
a
l
Op
e
n
-
e
n
d
e
d
P
ro
b
lem
s,”
in
16
th
Co
n
fer
e
n
c
e
o
n
Ap
p
li
e
d
M
a
th
e
ma
t
ics
AP
L
IM
A
T
2
0
1
7
Pr
o
c
e
e
d
in
g
s
,
p
p
.
2
3
5
-
2
4
4
,
2
0
1
7
.
[1
0
]
R.
Y.
G
a
z
a
li
,
“
Th
e
De
v
e
lo
p
m
e
n
t
o
f
Lea
rn
in
g
M
a
teria
ls
fo
r
M
a
t
h
e
m
a
ti
c
s
fo
r
Ju
n
io
r
Hi
g
h
S
c
h
o
o
l
S
t
u
d
e
n
ts
b
a
se
d
o
n
Au
su
b
e
l’s
T
h
e
o
ry
o
f
Lea
rn
in
g
,
”
Pyth
a
g
o
ra
s:
M
a
th
e
ma
ti
c
s E
d
u
c
a
t
io
n
J
o
u
rn
a
l
,
v
o
l.
1
1
,
n
o
.
2
,
p
p
.
1
8
2
-
1
9
2
,
2
0
1
6
.
[1
1
]
A.
Qo
lfath
ir
iy
u
s,
I.
S
u
jad
i
a
n
d
D
.
In
d
riati,
“
Ch
a
ra
c
teristic
P
ro
f
il
e
o
f
An
a
ly
ti
c
a
l
Th
i
n
k
in
g
in
M
a
th
e
m
a
ti
c
s
P
ro
b
lem
S
o
lv
in
g
,
”
J
o
u
rn
a
l
o
f
Ph
y
sic
s
:
Co
n
fer
e
n
c
e
S
e
rie
s
,
v
o
l
.
1
1
5
7
,
n
o
.
3
,
p
p
.
1
-
6
,
2
0
1
9
.
[1
2
]
D.
M
e
tsisto
,
“
Re
a
d
in
g
i
n
th
e
M
a
th
e
m
a
ti
c
s
Clas
sro
o
m
,
”
in
J.
M
.
Ke
n
n
e
y
,
e
t
a
l.
(E
d
s),
L
it
e
ra
c
y
S
tra
teg
ies
fo
r
Imp
ro
v
in
g
M
a
t
h
e
ma
ti
c
s
In
stru
c
ti
o
n
,
Ch
a
p
ter
2
(T
h
e
Asso
c
ia
ti
o
n
fo
r
S
u
p
e
rv
isio
n
a
n
d
Cu
rr
icu
l
u
m
De
v
e
lo
p
me
n
t
AS
CD)
,
2
0
0
5
.
[1
3
]
Ke
v
in
P
.
Lee
,
“
A
G
u
id
e
to
Wr
it
i
n
g
M
a
th
e
m
a
ti
c
s,”
p
p
.
1
-
1
7
,
2
0
1
0
.
[O
n
li
n
e
].
Av
a
il
a
b
le
:
h
tt
p
s:/
/we
b
.
c
s.u
c
d
a
v
is.ed
u
/~
a
m
e
n
ta/w1
0
/writ
i
n
g
m
a
n
.
p
d
f
[1
4
]
M
u
tma
in
a
h
,
R
u
k
a
y
a
h
a
n
d
M
.
I
n
d
riay
u
,
“
Eff
e
c
ti
v
e
n
e
ss
o
f
E
x
p
e
rien
ti
a
l
Lea
rn
in
g
-
b
a
se
d
Tea
c
h
i
n
g
M
a
teria
l
i
n
M
a
th
e
m
a
ti
c
s,”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Ev
a
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
i
n
Ed
u
c
a
ti
o
n
,
v
o
l.
8
,
n
o
.
1
,
p
p
.
5
7
-
6
3
,
2
0
1
9
.
[1
5
]
Offic
e
o
f
Ac
a
d
e
m
ic
Aff
a
irs
a
n
d
Ed
u
c
a
ti
o
n
S
tan
d
a
rd
s,
“
G
u
id
e
li
n
e
s
fo
r
th
e
De
v
e
lo
p
m
e
n
t
a
n
d
E
v
a
lu
a
t
io
n
o
f
Re
a
d
in
g
,
Th
in
k
in
g
,
a
n
d
Wr
it
i
n
g
a
c
c
o
r
d
in
g
to
t
h
e
Co
re
Cu
rr
icu
l
u
m
o
f
Ba
sic
Ed
u
c
a
ti
o
n
,
”
2
0
1
1
.
[1
6
]
R.
J.
Ad
a
m
s,
M
.
Wi
ls
o
n
a
n
d
W.
Wan
g
,
“
T
h
e
M
u
lt
id
ime
n
si
o
n
a
l
R
a
n
d
o
m
Co
e
fficie
n
ts
M
u
l
ti
n
o
m
ial
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
,
no.
1
,
p
.
1
-
23
,
1
9
9
7
.
[1
7
]
D.
C.
Brig
g
s
a
n
d
M
.
Wi
lso
n
,
“
An
In
tr
o
d
u
c
ti
o
n
t
o
m
u
lt
i
d
ime
n
sio
n
a
l
m
e
a
su
re
m
e
n
t
u
sin
g
Ra
sc
h
m
o
d
e
ls,”
J
o
u
rn
a
l
o
f
Ap
p
li
e
d
M
e
a
su
re
me
n
t
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
8
7
-
1
0
0
,
2
0
0
3
.
[1
8
]
D.
J.
Co
o
k
e
,
e
t
a
l.
,
“
Ev
a
lu
a
ti
n
g
t
h
e
S
c
re
e
n
in
g
Ve
rsio
n
o
f
t
h
e
Ha
re
P
sy
c
h
o
p
a
th
y
C
h
e
c
k
li
st
—
Re
v
ise
d
(P
CL:
S
V):
An
it
e
m
re
sp
o
n
se
th
e
o
ry
a
n
a
ly
sis,”
P
sy
c
h
o
lo
g
ica
l
Asse
ss
me
n
t
,
v
o
l
.
1
1
,
n
o
.
1
,
p
p
.
3
–
1
3
,
1
9
9
9
.
[1
9
]
S
.
E.
Emb
re
tso
n
a
n
d
S
.
P
.
Re
is
e
,
Item
re
s
p
o
n
se
th
e
o
ry
fo
r
p
sy
c
h
o
lo
g
ists
.
Law
re
n
c
e
Erl
b
a
u
m
As
so
c
iate
s,
In
c
.
,
M
a
h
wa
h
,
2
0
0
0
.
[2
0
]
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
.
[2
1
]
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
.
[2
2
]
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
Th
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
ti
o
n
,
Eva
n
sto
n
,
2
0
1
5
.
[On
li
n
e
].
A
v
a
il
a
b
le:
h
tt
p
s://
fil
e
s.e
ric.ed
.
g
o
v
/f
u
ll
tex
t/
ED5
6
2
5
6
0
.
p
d
f
[2
3
]
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
Co
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
4
]
Am
e
rica
n
Ed
u
c
a
ti
o
n
a
l
Re
se
a
rc
h
As
so
c
iatio
n
,
S
t
a
n
d
a
r
d
s
fo
r
Ed
u
c
a
ti
o
n
a
l
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
,
2
0
1
4
.
[2
5
]
M
.
R.
Ly
n
n
,
“
De
term
in
a
ti
o
n
a
n
d
q
u
a
n
t
ifi
c
a
ti
o
n
o
f
c
o
n
te
n
t
v
a
li
d
it
y
,
”
Nu
rs
in
g
Res
e
a
rc
h
,
v
o
l
3
5
,
n
o
.
6
,
p
p
.
3
8
2
-
3
8
5
,
1
9
8
6
.
[2
6
]
R.
P
.
M
c
Do
n
a
l
d
,
“
A
Ba
sis
o
f
M
u
lt
i
d
ime
n
sio
n
a
l
Item
Re
sp
o
n
se
Th
e
o
r
y
,
”
A
p
p
li
e
d
Psy
c
h
o
lo
g
ica
l
M
e
a
s
u
re
me
n
t
,
v
o
l.
2
4
,
no.
2
,
p
p
.
9
9
-
1
1
4
,
2
0
0
0
.
[2
7
]
M
.
E.
L
u
n
z
,
“
Us
in
g
Th
e
Ve
ry
Us
e
fu
l
Wr
ig
h
t
M
a
p
,
”
M
e
a
su
re
Res
e
a
rc
h
Asso
c
ia
tes
T
e
st
In
si
g
h
t
,
2
0
1
0
.
[O
n
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
s://
ww
w.ras
c
h
.
o
rg
/
m
ra
/mra
-
01
-
1
0
.
h
tm
[2
8
]
B.
Du
c
k
o
r,
K
.
Dra
n
e
y
,
a
n
d
M
a
r
k
Wi
lso
n
,
“
As
se
ss
in
g
a
ss
e
ss
m
e
n
t
li
tera
c
y
:
An
i
tem
re
sp
o
n
se
m
o
d
e
li
n
g
a
p
p
ro
a
c
h
fo
r
tea
c
h
e
r
e
d
u
c
a
to
rs,
”
Pen
sa
mie
n
t
o
Ed
u
c
a
ti
v
o
.
Rev
ista
d
e
In
v
e
stig
a
c
ió
n
Ed
u
c
a
c
io
n
a
l
L
a
ti
n
o
a
me
ric
a
n
a
,
v
o
l
5
4
,
n
o
.
2
,
p
p
.
1
-
2
5
,
2
0
1
7
.
[2
9
]
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
.
[3
0
]
F
.
B.
Ba
k
e
r
a
n
d
S
-
H
Kim
,
T
h
e
B
a
sic
s
o
f
Item
Res
p
o
n
se
T
h
e
o
ry
Us
in
g
R.
S
witze
rlan
d
:
S
p
ri
n
g
e
r
In
ter
n
a
ti
o
n
a
l,
2
0
1
7
.
[On
li
n
e
].
A
v
a
il
a
b
le:
h
tt
p
s://
d
o
i.
o
r
g
/1
0
.
1
0
0
7
/
9
7
8
-
3
-
3
1
9
-
5
4
2
0
5
-
8
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