References
[1] . Ahmad, M.& Leddo, J. (2023). The Effectiveness of Cognitive Structure Analysis in Assessing Students’ Knowledge of the Scientific Method. International Journal of Social Science and Economic Research, 8(8), 2397-2410.
[2] . Chaoui, N (2011) "Finding Relationships Between Multiple-Choice Math Tests and Their Stem-Equivalent Constructed Responses". CGU Theses & Dissertations. Paper 21.
[3] . Chi, M.T.H., Bassok, M, Lewis, M.W., Reimann, P., Glaser, R. (1989). Self-Explanations: How Students Study and Use Examples in Learning to Solve Problems. Cognitive Science, 13, 145-182.
[4] . Cynkin, C. and Leddo, J. (2023). Teaching students to self-assess using Cognitive Structure Analysis: Helping students determine what they do and do not know. International Journal of Social Science and Economic Research, 08(09), 3009-3020.
[5] . Dandemraju, A., Dandemraju, R., & Leddo, J. (2024). Teaching students to self-assess their knowledge of chemistry using cognitive structure analysis. International Journal of Social Science & Economic Research, 09(02), 541–549.
[6] . de Ayala, R. J. (2009). The theory and practice of item response theory. New York: The Guilford Press.
[7] . de Kleer, J. and Brown, J.S. (1981). Mental models of physical mechanisms and their acquisition. In J.R. Anderson (Ed.), Cognitive skills and their acquisition. Hillsdale, NJ: Erlbaum.
[8] . Elbrink, L., & Waits, B. (Spring, 1970). A Statistical Analysis of Multiple Choice Examinations in Mathematics. The Two-Year College Mathematics Journal, 1(1), 25-29.
[9] . Frary, R. (Spring, 1985). Multiple-Choice Versus Free-Response: A Simulation Study. Journal of Educational Measurement, 22, 21-31.
[10] . Herman, J. L., Klein, D. C., Heath, T. M., & Wakai, S. T. (1994). A first look: Are claims for alternative assessment holding up? (CSE Tech. Rep. No. 391). Los Angeles: University of California, Center for Research on Evaluation, Standards, and Student Testing.
[11] . Leddo J., Boddu B., Krishnamurthy S., Yuan K., & Chippala S. (2017). The effectiveness of selfdirected learning and teacher-led learning on gifted and talented vs. non-gifted and talented students. International Journal of Advanced Educational Research, 2(6):18-21.
[12] . Leddo, J., Clark, A. & Clark, E. (2021). Self-assessment of Understanding: We don’t always know what we know. International Journal of Social Science and Economic Research, 6(6), 1717-1725.
[13] . Leddo, J., Cohen, M.S., O'Connor, M.F., Bresnick, T.A., and Marvin, F.F. (1990). Integrated knowledge elicitation and representation framework (Technical Report 90?3). Reston, VA: Decision Science Consortium, Inc.
[14] . Leddo, J. & Kalwala, S. (2023). The Effectiveness of Self-directed Learning and Teacher-led Learning of Advanced Subject Matter on Gifted and Talented Students. International Journal of Social Science and Economic Research, 8(9), 2819-2825.
[15] . Leddo, J., Li, S. & Zhang, Y. (2022). Cognitive Structure Analysis: A technique for assessing what students know, not just how they perform. International Journal of Social Science and Economic Research, 7(11), 3716-3726.
[16] . Newell, A. and Simon, H.A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice.
[17] . O'Neil Jr., H., & Brown, R. (1997). Differential Effects Of Question Formats In Math Assessment On Metacognition And Affect. Applied Measurement in Education, 331-351.
[18] . Quillian, M.R. (1966). Semantic memory. Cambridge, MA: Bolt, Beranek and Newman.
[19] . Ravi, D., & Leddo, J. (2024). Improving Student Performance by Having Students: Assess and Remediate Their Own Knowledge Deficiencies. Int. j. of Social Science and Economic Research, 9(10), 4717-4724.
[20] . Schank, R.C. and Abelson, R.P. (1977). Scripts, Plans, Goals, and Understanding. Hillsdale, NJ: Erlbaum.
[21] . Zhou, L.N. & Leddo, J. (2023). Cognitive Structure Analysis: Assessing Students’ Knowledge of Precalculus. International Journal of Social Science and Economic Research, 8(9), 2826-2836.