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Peer reviewedBirenbaum, Menucha; Tatsuoka, Kikumi K. – Applied Measurement in Education, 1993
The item-response-theory-based (IRT) rule-space model was used to diagnose student knowledge about how exponents behave in multiplication and division in a sample of 431 tenth-grade students. Implications for using feedback from the rule-space model in instruction and assessment are discussed. (SLD)
Descriptors: Cognitive Processes, Diagnostic Tests, Division, Educational Assessment
