Biblio
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. (2006). Introducing equating methodologies to compare test scores from two different self-regulation scales. Health education research, 21, i110–i120.
(142.2 KB). (1998). An integrated assessment system as a medium for teacher change and the organizational factors that mediate science teachers' professional development. University of California, Berkeley.
(86.94 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). (2010). Improving assessment evidence in e-learning products: some solutions for reliability. International Journal of Learning Technology, 5, 191–208.
(867.24 KB). (2004). The Imperial vs Metric Study. University of California, Berkeley.
. (1998, Jannuary). How do curriculum developers measure success?. Presented at the ScienceGate II Conference, Xerox Document University, VA.
(5.67 MB). (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.
. (2009). Formative Assessment Delivery System (FADS).
. (2011). Explanatory secondary dimension modeling of latent differential item functioning. Applied Psychological Measurement, 35, 583–603.
(269.02 KB). (2004). Explanatory Item Response Models: A Generalized Linear and Nonlinear Approach. Springer.
. (2008). Explanatory item response models: A brief introduction. Assessment of competencies in educational contexts, 91–120.
(490.37 KB). (1997). An Examination of Variation in Rater Severity Over Time: A Study in Rater Drift. University of California, Berkeley.