Biblio
DRDP(2015) - Fulfilling the Vision for Early Childhood Assessment in California, Illinois, and Beyond. Berkeley Evaluation and Assessment Research (BEAR) Seminar.
. (2015). Triangulating Validity Evidence from Classroom Discussions, Written Assessments, and Cognitive Interviews.” In J. Matthews-Lopez (Chair), Dimensions of Test Validation.. American Educational Research Association (AERA). Symposium, New Orleans, LA.
. (2011). “Valid Approach to Observational Authentic Assessment.” In M. Wilson (Chair), Authentic Observational Assessment of Young Children: Frameworks, Methods, Special Considerations, and Policy Implications. . American Educational Research Association (AERA). Symposium, San Francisco, CA.
. (2013). “Investigation of the Validity of Evidence Obtained from Classroom Discussions.” In I. Grabovsky (Chair), Innovations in Measurement.. National Council of Measurement in Education (NCME). Symposium, New Orleans, LA.
. (2011). Collaboration at the Boundaries: Brokering Learning and Assessment Improves the Quality of Education. American Educational Research Association. Symposium, Chicago, IL.
. (2007). DRDP Online Systems Across Collaborative Projects: Valid and reliable psychometric measurement
of early childhood development across multiple domains.. Inclusion Collaborative State Conference. Workshop, Santa Clara, CA.
. (2014). Exploring the Contexts of Assessment: Comparing Evidence of Learning from Within the Classroom. Jean Piaget Society. Berkeley, CA.
. (2011). Making Sense of Student Responses to Assessment Items Using Scoring Exemplars. Berkeley Evaluation and Assessment Seminar. Berkeley, CA.
. (2008). A Process for Determining Criterion Zone Boundaries for Kindergarten Readiness. Presented in R. Hernandez & M. Wilson (Chairs), The Intersecting Roles of Policy, Practice, and Research in Adopting a Statewide Kindergarten Readiness Assessment. American Educational Research Association (AERA). Symposium, Chicago, Illinois.
. (2015). Coding Student Responses: An Iterative and Construct-Driven Approach that Uses Multiple Sources of Data. Presented at the Annual meeting of the American Educational Research Association, San Francisco.
. (2013). 
Multidimensional classification of examinees based on the mixture random weights linear logistic test model. Educational and Psychological Measurement.
. (In Press). Avoiding zero between-study variance estimates in random-effects meta-analysis. Statistics in Medicine, 33(23).
. (2013). Measuring the development of conceptual understanding in chemistry (phd). University of California, Berkeley.
. (2007). Mapping student understanding in chemistry: The perspectives of chemists. Science Education, 93, 56–85.
. (2009). 
Perspective of a Chemist: A Framework to Promote Conceptual Understanding of Chemistry. Presented at the
. (2002). Annual Meeting of the American Educational Research Association, New Orleans, LA.
.Concrete, abstract, formal, and systematic operations as observed in a" Piagetian" balance-beam task series. Journal of applied measurement, 11, 11.
. (2010). Concrete, abstract, formal, and systematic operations as observed in a" Piagetian" balance-beam task series. Journal of applied measurement, 11, 11–23.
. (2009). 
. (2004).
Explanatory secondary dimension modeling of latent differential item functioning. Applied Psychological Measurement, 35, 583–603.
. (2011). 
Some Comments on Representing Construct Levels in Psychometric Models. In New Developments in Quantitative Psychology (pp. 319–334). Springer New York.
. (2013). 
Designing & using an embedded assessment system to track student progress. Presented at the National Science Teachers Association conference, Chicago, IL.
. (2005, November). Selecting cut scores with a composite of item types: the construct mapping procedure. Journal of applied measurement, 12, 298–309.
. (2010). 
Multidimensional modeling of complex science assessment data (No. BEAR Report Series). University of California, Berkeley.
. (1998).