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Peer reviewedSwatton, P. – Educational Review, 1995
Analysis of a sample of 100 pupil scripts from a British Assessment of Performance Unit survey suggests that ability to read and interpret graphical data should not be seen as an independent process skill. Instead, hidden cognitive demands of assessment items require integrated understanding based on a sophisticated procedural model. (SK)
Descriptors: Cognitive Processes, Data Interpretation, Foreign Countries, Graphs
