Burmester, K. (2011). Triangulating Evidence to Investigate the Validity of Measures: Evidence from Discussion during Instruction, Cognitive Interviews, and Written Assessments. ERIC.

Claesgens, J. (2007). Measuring the development of conceptual understanding in chemistry (phd). University of California, Berkeley.

Brown, N. J. S. (2005). The multidimensional measure of conceptual complexity. University of California, Berkeley.

Brown, N. J. S. (2004). Interpreting Ordered Partition Model Parameters from ConQuest. University of California, Berkeley.

Draney, K., & Peres, D.. (1998). Multidimensional modeling of complex science assessment data (No. BEAR Report Series). University of California, Berkeley.

Kennedy, C. (1998). Conflicting Purposes of Higher Education: Will Improving Access to Higher Education Undermine Quality? (No. BEAR Research Note). University of California, Berkeley.

Kennedy, C. (2005). The BEAR assessment system: A brief summary for the classroom context. University of California, Berkeley.

Kennedy, C. (2000). Measuring Student Variables Useful in the Study of Performance in an Online Learning Environment (No. BEAR Research Note). University of California, Berkeley.

Kennedy, C. (1998). Turning the Tables: Engaging Teachers in the Learning Process. (No. BEAR Research Note). University of California, Berkeley.

Kennedy, C. (1998). Online Education: Pathway or Barrier to Academic Equity. (No. BEAR Research Note). University of California, Berkeley.

Kennedy, C. (2005). Constructing measurement models for MRCML estimation: A primer for using the BEAR scoring engine. University of California, Berkeley.

Kennedy, C. (2003). A Primer on Design Matrices (No. BEAR Research Note). University of California, Berkeley.

Kennedy, C., & Wilson, M.. (2006). Using Progress Variables to Interpret Student Achievement and Progress. University of California, Berkeley.

Kennedy, C. (2000). What Influences Student Learning in an Online Course? (No. BEAR Research Note). University of California, Berkeley.

Roberts, L., Sloane, K., & Wilson, M.. (1996). Assessment Moderation: Supporting Teacher Change while Improving Professional Practice. University of California, Berkeley.

Roberts, L., & Wilson, M.. (1998). An integrated assessment system as a medium for teacher change and the organizational factors that mediate science teachers' professional development. University of California, Berkeley.

Roberts, L. (1995). SEPUP Assessment Development Centers: Site visit portfolio. University of California, Berkeley.

Roberts, L., Wilson, M., & Draney, K.. (1997). The SEPUP Assessment System: An Overview. University of California, Berkeley.

Roberts, L., & Wilson, M.. (1998). Evaluating the effects of an integrated assessment system on science teachers' assessment perceptions and practice. University of California, Berkeley.

Sloane, K., Wilson, M., & Samson, S.. (1996). Designing an embedded assessment system: From principles to practice. University of California, Berkeley.

Wilson, M., & Case, H.. (1997). An Examination of Variation in Rater Severity Over Time: A Study in Rater Drift. University of California, Berkeley.

Wilson, M., Sloane, K., Roberts, L., & Henke, R.. (1995). SEPUP Course I, Issues, Evidence and You: Achievement evidence from the pilot implementation. University of California, Berkeley.

Wilson, M., & Draney, K.. (1997). Developing maps for student progress in the SEPUP Assessment System. University of California, Berkeley.

Wilson, M., & Xie, Y.. (2004). The Imperial vs Metric Study. University of California, Berkeley.

Wilson, M., Roberts, L., Samson, S., & Sloane, K.. (2000). SEPUP Assessment Resources Handbook (No. BEAR Report Series). University of California, Berkeley.