Biblio
. (2007). NAEP Pilot Learning Progression Framework. Report to the National Assessment Governing Board.
(229.66 KB). (2008). A multidimensional Rasch analysis of gender differences in PISA mathematics. Journal of applied measurement, 9, 18.
(761.82 KB). (In Press). Multidimensional classification of examinees based on the mixture random weights linear logistic test model. Educational and Psychological Measurement.
. (2006). Modeling Randomness in Judging Rating Scales with a Random-Effects Rating Scale Model. Journal of Educational Measurement, 43, 335–353.
(151.54 KB). (2011). A model of cognition: The missing cornerstone of assessment. Educational Psychology Review, 23, 221–234.
(350.87 KB). (2008). Mixture models in a developmental context. Advances in Latent Variable Mixture Models, 199.
(222.14 KB). (2009). Measuring progressions: Assessment structures underlying a learning progression. Journal of Research in Science Teaching, 46, 716–730.
(405.51 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). (2009). Measuring measuring: Toward a theory of proficiency with the Constructing Measures framework. Journal of applied measurement, 296.
(813.59 KB). (2009). Mapping student understanding in chemistry: The perspectives of chemists. Science Education, 93, 56–85.
(226.35 KB). (2009). Mapping multiple dimensions of student learning: the ConstructMap program. Journal of applied measurement, 10, 1.
. (2008). A LLTM approach to the examination of teachers' ratings of classroom assessment tasks. Psychology Science, 50, 417.
. (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). (2003). An introduction to multidimensional measurement using Rasch models. Journal of Applied Measurement, 4, 87–100.
. (2006). Introducing multidimensional item response modeling in health behavior and health education research. Health education research, 21, i73–i84.
(245.98 KB). (2006). Introducing equating methodologies to compare test scores from two different self-regulation scales. Health education research, 21, i110–i120.
(142.2 KB). (2006). Improving measurement in health education and health behavior research using item response modeling: comparison with the classical test theory approach. Health Education Research, 21, i19–i32.
(142.53 KB). (2006). Improving measurement in health education and health behavior research using item response modeling: comparison with the classical test theory approach. Health education research, 21, i19–i32.
. (2006). Improving measurement in health education and health behavior research using item response modeling: introducing item response modeling. Health education research, 21, i4–i18.
(660.66 KB). (2010). Improving assessment evidence in e-learning products: some solutions for reliability. International Journal of Learning Technology, 5, 191–208.
(867.24 KB). (2013). A gentle introduction to Rasch measurement models for metrologists. Journal of Physics: Conference Series, 459, 012002. Retrieved from http://stacks.iop.org/1742-6596/459/i=1/a=012002
. (2007). Generalizability in item response modeling. Journal of Educational Measurement, 44, 131–155.
(932.59 KB). (2007). Generalizability in item response modeling. Journal of Educational Measurement, 44, 131–155. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1745-3984.2007.00031.x/full
. (2009). Gender differences in large-scale math assessments: PISA trend 2000 and 2003. Applied Measurement in Education, 22, 164–184.
(1.07 MB). (2009). Gender differences and similarities in PISA 2003 mathematics: A comparison between the United States and Hong Kong. International Journal of Testing, 9, 20–40.
(162.88 KB)