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Direct linkMoore, Dewayne; Lin-Agler, Lin; Zabrucky, Karen – Reading Psychology an international quarterly, 2005
In the present study we examined the basis of students' self-evaluations of comprehension performance. We manipulated text difficulty to maximize performance variability across reading trials and to minimize the likelihood of giving similar performance evaluations across trials. Students were allowed to acquire task (prior) experience across nine…
Descriptors: Student Evaluation, Performance Based Assessment
