Biblio
. (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.
. (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.
. (2007). Collaboration at the Boundaries: Brokering Learning and Assessment Improves the Quality of Education. American Educational Research Association. Symposium, Chicago, IL.
. (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.
. (2011). Exploring the Contexts of Assessment: Comparing Evidence of Learning from Within the Classroom. Jean Piaget Society. Berkeley, CA.
. (2008). Making Sense of Student Responses to Assessment Items Using Scoring Exemplars. Berkeley Evaluation and Assessment Seminar. Berkeley, CA.
. (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.
. (2012). "Scientific Sense Making in Context.” In R. Dorph (Chair), Activating Young Science Learners: Igniting Persistent Engagement in Science Learning and Inquiry. . American Educational Research Association (AERA). Symposium, Vancouver, BC.
. (2010). "Exploring Contexts of Assessment." In R. Lehrer (Chair), Constructing A Multidimensional Learning Progression of Data Modeling: Design Studies, Psychometric Modeling and Brokering Professional Development. National Countcil of Teachers of Mathematics. Paper, San Diego, CA.
. (2015). Bridging Early Learning, Kindergarten, and First-Grade Content Standards Through Assessment. 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.
. (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.
(172.07 KB). (In Press). Multidimensional classification of examinees based on the mixture random weights linear logistic test model. Educational and Psychological Measurement.
. (2013). Avoiding zero between-study variance estimates in random-effects meta-analysis. Statistics in Medicine, 33(23).
. (2009). Mapping student understanding in chemistry: The perspectives of chemists. Science Education, 93, 56–85.
(226.35 KB). (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.
.. (2007). Measuring the development of conceptual understanding in chemistry (phd). University of California, Berkeley.
. (2010). Concrete, abstract, formal, and systematic operations as observed in a" Piagetian" balance-beam task series. Journal of applied measurement, 11, 11.
. (2009). Concrete, abstract, formal, and systematic operations as observed in a" Piagetian" balance-beam task series. Journal of applied measurement, 11, 11–23.
(417.22 KB). (2004). Explanatory Item Response Models: A Generalized Linear and Nonlinear Approach. Springer.
. (2011). Explanatory secondary dimension modeling of latent differential item functioning. Applied Psychological Measurement, 35, 583–603.
(269.02 KB). (2013). Some Comments on Representing Construct Levels in Psychometric Models. In New Developments in Quantitative Psychology (pp. 319–334). Springer New York.
(981.89 KB). (2008). A LLTM approach to the examination of teachers' ratings of classroom assessment tasks. Psychology Science, 50, 417.
. (2005). Theoretical issues in the Desired Results Developmental Profile. Presented at the
Annual meeting of the American Educational Research Association, Montreal, Canada.
.. (1997, July). Mapping student progress with embedded assessments: The challenge of making evaluation meaningful. Presented at the National Evaluation Institute Workshop, Indianapolis, IN.