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Cai, Jinfa – Educational Measurement: Issues and Practice, 1997
The contributions of open-ended tasks in examining students' mathematical performance were studied with 250 U.S. and 425 Chinese sixth graders. Open-ended tasks allow for analysis of student performance that cannot be assessed solely by percent correct or incorrect, but they pose many problems, such as those of translation. (SLD)
Descriptors: Cognitive Processes, Computation, Cross Cultural Studies, Elementary School Students