Gender differences in Norwegian PIRLS 2016 and ePIRLS 2016 results at test mode, text and item format level

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Published

2018-12-30

Issue

Vol. 4 No. 1 (2018)

Section

Original Research Articles

Keywords:

digital assessment, paper-based assessment, reading achievement, mode effect, school

License

Copyright (c) 2018 Katrin Schulz-Heidorf, Hildegunn Støle

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.