Biblio
. (1996). Assessment Moderation: Supporting Teacher Change while Improving Professional Practice. University of California, Berkeley.
. (2011, 04/23/2011). Eroding American education. Stockton Record, p. A9. Editorial, Stockton, CA. Retrieved from http://www.recordnet.com/apps/pbcs.dll/article?AID=/20110423/A_OPINION03/104230315/-1/A_NEWS13
(5.67 MB). (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). (2009). Validating for use and interpretation a mixed methods contribution illustrated. Journal of Mixed Methods Research, 3, 242–264.
(361.57 KB). (2011). Validating a learning progression in mathematical functions for college readiness. Mathematical Thinking and Learning, 13, 259–291.
(1.22 MB). (2013). Using the concept of a measurement system to characterize measurement models used in psychometrics. Measurement, 46, 3766–3774.
(1.23 MB). (2007). Using progress variables to map intellectual development. Berkeley, CA: Berkeley Evaluation & Assessment Research Center.
(402.92 KB). (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). (2013). Toward establishing a learning progression to support the development of statistical reasoning. Learning over time: learning trajectories in mathematics education. Charlotte: Information Age Publishers.
(13.26 MB). (2008). A Study of Confidence and Accuracy Using the Rasch Modeling Procedures. ETS Research Report Series, 2008, i–25.
(334.27 KB). (2008). A Study of Confidence and Accuracy Using the Rasch Modeling Procedures. ETS Research Report Series, 2008, i–25.
(334.27 KB). (2009). Sources of self-efficacy belief: development and validation of two scales. Journal of applied measurement, 11, 24–37.
(480.15 KB). (2010). Sources of self-efficacy belief: development and validation of two scales. Journal of applied measurement, 11, 24.
. (2004). Some Links Between Large-Scale and Classroom Assessments: The Case of the BEAR Assessment System. Yearbook of the National Society for the Study of Education, 103, 132–154.
. (2010). Selecting cut scores with a composite of item types: the construct mapping procedure. Journal of applied measurement, 12, 298–309.
(448 KB). (2013). Seeking a balance between the statistical and scientific elements in psychometrics. Psychometrika, 78, 211–236.
(807.81 KB). (2011). Road maps for learning: A guide to the navigation of learning progressions. Measurement: Interdisciplinary Research & Perspective, 9, 71–123.
(738.53 KB) (82.7 KB). (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). The Rasch rating model and the disordered threshold controversy. Educational and Psychological Measurement, 72, 547–573.
(1.53 MB). (2008). Random parameter structure and the testlet model: extension of the Rasch testlet model. Journal of applied measurement, 10, 394–407.
(554.67 KB). (2013). Quantification is Neither Necessary Nor Sufficient for Measurement. Journal of Physics: Conference Series, 459, 012007. Retrieved from http://stacks.iop.org/1742-6596/459/i=1/a=012007
. (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.
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