Biblio
. (2012). On the Relationship Between Differential Item Functioning and Item Difficulty An Issue of Methods? Item Response Theory Approach to Differential Item Functioning. Educational and Psychological Measurement, 72, 5–36.
(334.82 KB). (2012). Responding To A Challenge That Learning Progressions Pose To Measurement Practice. In Learning progressions in science (pp. 317–343). Springer.
(2.43 MB). (2012, April 12). Special Education Learning Progressions in Mathematics: An Investigation Using the BEAR Assessment System. Presented at the International Objective Measurement Workshop, Vancouver, BC.
(81.64 KB). (2011). Explanatory secondary dimension modeling of latent differential item functioning. Applied Psychological Measurement, 35, 583–603.
(269.02 KB). (2011). Formulating latent growth using an explanatory item response model approach. Journal of applied measurement, 13, 1–22.
(683.76 KB). (2011). Formulating the Rasch Differential Item Functioning Model Under the Marginal Maximum Likelihood Estimation Context and Its Comparison With Mantel–Haenszel Procedure in Short Test and Small Sample Conditions. Educational and Psychological Measurement, 71, 1023–1046.
(307.51 KB). (2011). A model of cognition: The missing cornerstone of assessment. Educational Psychology Review, 23, 221–234.
(350.87 KB). (2011). The nature of assessment systems to support effective use of evidence through technology. E-Learning and Digital Media, 8, 121–132.
. (2011). The Nature of Assessment Systems to Support Effective Use of Evidence through Technology. E-Learning and Digital Media, 8, 121–132.
(372.94 KB). (2011). Road maps for learning: A guide to the navigation of learning progressions. Measurement: Interdisciplinary Research & Perspective, 9, 71–123.
(738.53 KB). (2011). The role of mathematical models in measurement: A perspective from psychometrics. Universitätsbibliothek Ilmenau.
(210.75 KB). (2011). Validating a learning progression in mathematical functions for college readiness. Mathematical Thinking and Learning, 13, 259–291.
(1.22 MB). (2010). Articulating Assessments Across Childhood: The Cross-Age Validity of the Desired Results Developmental Profile–Revised. Educational Assessment, 15, 1–26.
(2.02 MB). (2010). Concrete, abstract, formal, and systematic operations as observed in a" Piagetian" balance-beam task series. Journal of applied measurement, 11, 11.
. (2010). The evidence-based reasoning framework: Assessing scientific reasoning. Educational Assessment, 15, 123–141.
(574.67 KB). (2010). A framework for analyzing scientific reasoning in assessments. Educational Assessment, 15, 142–174.
(4.7 MB). (2010). Improving assessment evidence in e-learning products: some solutions for reliability. International Journal of Learning Technology, 5, 191–208.
(867.24 KB). (2010). Measuring pregnancy planning: An assessment of the London Measure of Unplanned Pregnancy among urban, south Indian women. Demographic research, 23, 293.
(642.5 KB) (82.7 KB). (2010). Selecting cut scores with a composite of item types: the construct mapping procedure. Journal of applied measurement, 12, 298–309.
(448 KB). (2010). Sources of self-efficacy belief: development and validation of two scales. Journal of applied measurement, 11, 24.
. (2010). Unfair treatment? The case of Freedle, the SAT, and the standardization approach to differential item functioning. Harvard Educational Review, 80, 106–134.
(257.42 KB). (2010). Validation of the International Classification of Functioning Disability and Health framework using multidimensional item response modeling. Disability & Rehabilitation, 32, 1397–1405.
(214.15 KB) (194.72 KB)