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

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.