Biblio
. (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.
. (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). (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.
. (2000). From principles to practice: An embedded assessment system. Applied Measurement in Education, 13, 181–208.
. (2010). A framework for analyzing scientific reasoning in assessments. Educational Assessment, 15, 142–174.
(4.7 MB). (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). Formulating latent growth using an explanatory item response model approach. Journal of applied measurement, 13, 1–22.
(683.76 KB). (2012). Formulating latent growth using an explanatory item response model approach. Journal of applied measurement, 13, 1.
. (2011). Explanatory secondary dimension modeling of latent differential item functioning. Applied Psychological Measurement, 35, 583–603.
(269.02 KB). (2008). Explanatory item response models: A brief introduction. Assessment of competencies in educational contexts, 91–120.
(490.37 KB). (2010). The evidence-based reasoning framework: Assessing scientific reasoning. Educational Assessment, 15, 123–141.
(574.67 KB). (2006). Does participation in an intervention affect responses on self-report questionnaires?. Health education research, 21, i98–i109.
(98.87 KB). (2006). Diagnostic assessment with ordered multiple-choice items. Educational Assessment, 11, 33–63.
. (2008). ConstructMap Version 4 (computer program). University of, Berkeley, CA: BEAR Center.
(288.38 KB). (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). (2013). On the conceptual foundations of psychological measurement. Journal of Physics: Conference Series, 459, 012008. Retrieved from http://stacks.iop.org/1742-6596/459/i=1/a=012008
. (1995). Complex composites: Issues that arise in combining different modes of assessment. Applied Psychological Measurement, 19, 51-72.
. (2013). A competence model for environmental education. Environment and Behavior, 0013916513492416.
(568.84 KB). (2008). A comparative analysis of the ratings in performance assessment using generalizability theory and the many-facet Rasch model. Journal of applied measurement, 10, 408–423.
(564.69 KB)