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January 1, 2026Chemistry Education Research and PracticeOpen Access

Correction: Students’ epistemological resources and framing of stoichiometry assessment items across linguistic backgrounds: insights for equitable design

Anna Eunji Kim Amy Voss Farris Eshani Lee

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Key Points

The aim is to correct previous findings regarding students’ understanding of stoichiometry assessments across various linguistic backgrounds.
Revising the analysis of epistemological resources used by students.
Examining how assessments are framed across different languages.
Providing recommendations for equitable assessment design.
Clarified misconceptions regarding the framing of assessment items.
Identified key epistemological resources that influence performance.
Highlighted the importance of linguistic considerations in assessment design.

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Implication

Correction addresses framing of stoichiometry assessments across linguistic backgrounds, suggesting insights for equitable educational design.

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Cite This Study

Kim et al. (2026) studied this question.

synapsesocial.com/papers/6a2116cfd499ed480b16faf0 https://doi.org/10.1039/d6rp90012g

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Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

1Students’ Epistemological Resources and Framing of Stoichiometry Assessment Items Across Linguistic Backgrounds: Insights for Equitable DesignOriginal Research · 2026 · 1 citations
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3Student Epistemological Thinking and Problem-Solving Approaches: The Case of First-Year International Students in a General Chemistry CourseOriginal Research · 2026
4Towards defining, assessing and modelling competency levels in stoichiometry2025 · 4 citations
5Secondary School Students’ Thinking Schemes in Solving Chemical Stoichiometry ProblemsOriginal Research · 2026

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