Burmester, K., Sammet, K., Choi, I. H., Park, S., Lee, H. K., & Moore, S.. (2015). DRDP(2015) - Fulfilling the Vision for Early Childhood Assessment in California, Illinois, and Beyond. Berkeley Evaluation and Assessment Research (BEAR) Seminar.

Burmester, K. (2011). 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.

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

Burmester, K., & Moore, S.. (2013). “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.

Burmester, K. (2011). “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.

Burmester, K., Karelitz, T., Kim, M. - J., Lehrer, R., Lucas, D., & Wilson, M.. (2007). Collaboration at the Boundaries: Brokering Learning and Assessment Improves the Quality of Education. American Educational Research Association. Symposium, Chicago, IL.

Burmester, K., & Schroeder, E.. (2014). 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.

Burmester, K. (2011). Exploring the Contexts of Assessment: Comparing Evidence of Learning from Within the Classroom. Jean Piaget Society. Berkeley, CA.

Burmester, K., Seeratan, K., Zhou, W., Kim, M. - J., Full, M., Schwartz, R., & Wilson, M.. (2008). Making Sense of Student Responses to Assessment Items Using Scoring Exemplars. Berkeley Evaluation and Assessment Seminar. Berkeley, CA.

Burmester, K., Moore, S., Sammet, K., & Kreiner-Althen, K.. (2015). 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.

Burmester, K. (2011). Analytical Framework for Conjecture-based Whole-class Mathematical Discourse.

Chiu, T., Morell, L., & Wilson, M.. (2013). 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.

Choi, I. - H., & Wilson, M.. (In Press). Multidimensional classification of examinees based on the mixture random weights linear logistic test model. Educational and Psychological Measurement.

Chung, Y., Rabe-Hesketh, S., & Choi, I. - H.. (2013). Avoiding zero between-study variance estimates in random-effects meta-analysis. Statistics in Medicine, 33(23).

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

Claesgens, J., Scalise, K., Wilson, M., & Stacy, A.. (2009). Mapping student understanding in chemistry: The perspectives of chemists. Science Education, 93, 56–85.

Claesgens, J., Scalise, K., Draney, K., Wilson, M., & Stacy, A.. (2002). Perspective of a Chemist: A Framework to Promote Conceptual Understanding of Chemistry. Presented at the

Annual Meeting of the American Educational Research Association, New Orleans, LA.

.

Dawson, T. L., Goodheart, E. A., Draney, K., Wilson, M., & Commons, M. L.. (2010). Concrete, abstract, formal, and systematic operations as observed in a" Piagetian" balance-beam task series. Journal of applied measurement, 11, 11.

Dawson, T. L., Goodheart, E. A., Draney, K., Wilson, M., & Commons, M. L.. (2009). Concrete, abstract, formal, and systematic operations as observed in a" Piagetian" balance-beam task series. Journal of applied measurement, 11, 11–23.

de Boeck, P., & Wilson, M.. (2004). Explanatory Item Response Models: A Generalized Linear and Nonlinear Approach. Springer.

de Boeck, P., Cho, S. - J., & Wilson, M.. (2011). Explanatory secondary dimension modeling of latent differential item functioning. Applied Psychological Measurement, 35, 583–603.

Diakow, R., Torres Irribarra, D., & Wilson, M.. (2013). Some Comments on Representing Construct Levels in Psychometric Models. In New Developments in Quantitative Psychology (pp. 319–334). Springer New York.

Draney, K., Galpern, A., & Wilson, M.. (2005, November). Designing & using an embedded assessment system to track student progress. Presented at the National Science Teachers Association conference, Chicago, IL.

Draney, K., & Wilson, M.. (2010). Selecting cut scores with a composite of item types: the construct mapping procedure. Journal of applied measurement, 12, 298–309.

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