Biblio
. (2007). Collaboration at the Boundaries: Brokering Learning and Assessment Improves the Quality of Education. American Educational Research Association. Symposium, Chicago, IL.
. (2007). Collaboration at the Boundaries: Brokering Learning and Assessment Improves the Quality of Education. Presented at the
Annual meeting of the American Education Research Association, Chicago, IL.
.. (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
. (2007). NAEP Pilot Learning Progression Framework. Report to the National Assessment Governing Board.
(229.66 KB). (2007). Using progress variables to map intellectual development. Berkeley, CA: Berkeley Evaluation & Assessment Research Center.
(402.92 KB). (2006, April). Assessment for e-Learning: Case studies of an emerging field. Presented at the International Objective Measurement Workshop, Berkeley, CA.
. (2006). Assessment to improve learning in higher education: The BEAR Assessment System. Higher Education, 52, 635–663.
(449.18 KB). (2006). ChemQuery: An assessment system for mapping student progress in learning chemistry. STEM Assessment Conference.
. (2006, April). Comparison of dimension-aligning techniques in a multidimensional IRT context. Presented at the 13th International Objective Measurement Workshops, Berkeley, CA.
. (2006). Diagnostic assessment with ordered multiple-choice items. Educational Assessment, 11, 33–63.
. (2006). Does participation in an intervention affect responses on self-report questionnaires?. Health education research, 21, i98–i109.
(98.87 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). (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). Introducing equating methodologies to compare test scores from two different self-regulation scales. Health education research, 21, i110–i120.
(142.2 KB). (2006). Introducing multidimensional item response modeling in health behavior and health education research. Health education research, 21, i73–i84.
(245.98 KB). (2006). Modeling Randomness in Judging Rating Scales with a Random-Effects Rating Scale Model. Journal of Educational Measurement, 43, 335–353.
(151.54 KB). (2006). Using Progress Variables to Interpret Student Achievement and Progress. University of California, Berkeley.
(551.59 KB). (2005). Constructing measures: An item response modeling approach. Mahwah, NJ: Erlbaum.
. (2005, November). Designing & using an embedded assessment system to track student progress. Presented at the National Science Teachers Association conference, Chicago, IL.
. (2005). Systems for state science assessment. National Academies Press.
(473.17 KB). (2005). Systems for state science assessment. National Academies Press.
(473.17 KB). (2005). Systems for State Science Assessment. Washington, D.C.: National Academy Press.
(473.17 KB). (2005). Theoretical issues in the Desired Results Developmental Profile. Presented at the
Annual meeting of the American Educational Research Association, Montreal, Canada.
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