Biblio
. (2013, April 28). Using a Learning Progressions Framework to Develop a Classroom Assessment System That Is Inclusive of Students With Learning Disabilities in Mathematics: Results From Pilot 2. (). Presented at the annual meeting of the American Educational Research Association, San Francisco.
. (2013). Using Assessments to Capture Students’ Understanding of Epistemic Commitments across Content Areas and Time. Presented at the annual meeting of the American Educational Research Association, San Francisco.
. (2013). Using the concept of a measurement system to characterize measurement models used in psychometrics. Measurement, 46, 3766–3774.
(1.23 MB). (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.
. (2012, April 14). Diagnostic Learning Progressions Framework—Developing a Universally Designed Classroom Assessment System That Is Inclusive of Students With Mathematics Learning Disabilities: Our First Pilot Study. (). Presented at the annual meeting of the American Educational Research Association in Vancouver, BC.
. (2012). Formulating latent growth using an explanatory item response model approach. Journal of applied measurement, 13, 1.
. (2012). An IRT modeling of change over time for repeated measures item response data using a random weights linear logistic test model approach. Asia Pacific Education Review, 13, 487–494.
(291.44 KB). (2012). Perspectives on Methodological Issues. In Assessment and Teaching of 21st Century Skills (pp. 67–141). Springer.
(1.46 MB). (2012). Perspectives on Methodological Issues. In Assessment and Teaching of 21st Century Skills (pp. 67–141). Springer.
. (2012, April 12). Predicting Mathematics Test Item Difficulties: Results of a Preliminary Study. Presented at the International Objective Measurement Workshop in Vancouver, BC.
. (2012). The Rasch rating model and the disordered threshold controversy. Educational and Psychological Measurement, 72, 547–573.
(1.53 MB). (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). "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.
. (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.
. (2011). Advances in Rasch measurement Volume 2.
(138.66 KB) (191.91 KB) (81.64 KB). (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
. (2011). Explanatory secondary dimension modeling of latent differential item functioning. Applied Psychological Measurement, 35, 583–603.
(269.02 KB). (2011). Exploring the Contexts of Assessment: Comparing Evidence of Learning from Within the Classroom. Jean Piaget Society. Berkeley, CA.
. (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). “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.
. (2011). A model of cognition: The missing cornerstone of assessment. Educational Psychology Review, 23, 221–234.
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