Biblio
Assessment Moderation: Supporting Teacher Change while Improving Professional Practice. University of California, Berkeley.
. (1996). 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
. (2011, 04/23/2011). Validation of the International Classification of Functioning Disability and Health framework using multidimensional item response modeling. Disability & Rehabilitation, 32, 1397–1405.
. (2010). 
Validating for use and interpretation a mixed methods contribution illustrated. Journal of Mixed Methods Research, 3, 242–264.
. (2009). 
Validating a learning progression in mathematical functions for college readiness. Mathematical Thinking and Learning, 13, 259–291.
. (2011). 
Using the concept of a measurement system to characterize measurement models used in psychometrics. Measurement, 46, 3766–3774.
. (2013). 
Using progress variables to map intellectual development. Berkeley, CA: Berkeley Evaluation & Assessment Research Center.
. (2007). 
Unfair treatment? The case of Freedle, the SAT, and the standardization approach to differential item functioning. Harvard Educational Review, 80, 106–134.
. (2010). 
Toward establishing a learning progression to support the development of statistical reasoning. Learning over time: learning trajectories in mathematics education. Charlotte: Information Age Publishers.
. (2013). 
A Study of Confidence and Accuracy Using the Rasch Modeling Procedures. ETS Research Report Series, 2008, i–25.
. (2008). 
A Study of Confidence and Accuracy Using the Rasch Modeling Procedures. ETS Research Report Series, 2008, i–25.
. (2008). 
Sources of self-efficacy belief: development and validation of two scales. Journal of applied measurement, 11, 24–37.
. (2009). 
Sources of self-efficacy belief: development and validation of two scales. Journal of applied measurement, 11, 24.
. (2010). 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.
. (2004). Selecting cut scores with a composite of item types: the construct mapping procedure. Journal of applied measurement, 12, 298–309.
. (2010). 
Seeking a balance between the statistical and scientific elements in psychometrics. Psychometrika, 78, 211–236.
. (2013). 
Road maps for learning: A guide to the navigation of learning progressions. Measurement: Interdisciplinary Research & Perspective, 9, 71–123.
. (2011). 
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.
. (2012). 
The Rasch rating model and the disordered threshold controversy. Educational and Psychological Measurement, 72, 547–573.
. (2012). 
Random parameter structure and the testlet model: extension of the Rasch testlet model. Journal of applied measurement, 10, 394–407.
. (2008). 
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
. (2013). 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.
. (2011).