volume 28, issue 108, P599-621 2020
DOI: 10.1590/s0104-40362020002802346
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Abstract: Abstract Almost all quantitative studies in educational assessment, evaluation and educational research are based on incomplete data sets, which have been a problem for years without a single solution. The use of big identifiable data poses new challenges in dealing with missing values. In the first part of this paper, we present the state-of-art of the topic in the Brazilian education scientific literature, and how researchers have dealt with missing data since the turn of the century. Next, we use open acces…

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