Biblio
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. (2007). NAEP Pilot Learning Progression Framework. Report to the National Assessment Governing Board.
(229.66 KB). (2011). The Nature of Assessment Systems to Support Effective Use of Evidence through Technology. E-Learning and Digital Media, 8, 121–132.
(372.94 KB). (2011). The nature of assessment systems to support effective use of evidence through technology. E-Learning and Digital Media, 8, 121–132.
. (2002). Perspective of a Chemist: A Framework to Promote Conceptual Understanding of Chemistry. Presented at the
Annual Meeting of the American Educational Research Association, New Orleans, LA.
.. (2004). Perspectives of Chemists: Tracking conceptual understanding of student learning in chemistry at the secondary and university levels. Enhancing the Visibility and Credibility of Educational Research, American Educational Research Association Annual Meeting, San Diego, CA.
. (2012). Perspectives on Methodological Issues. In Assessment and Teaching of 21st Century Skills (pp. 67–141). Springer.
. (2012). Perspectives on Methodological Issues. In Assessment and Teaching of 21st Century Skills (pp. 67–141). Springer.
(1.46 MB). (2012, April 12). Predicting Mathematics Test Item Difficulties: Results of a Preliminary Study. Presented at the International Objective Measurement Workshop in Vancouver, BC.
. (2014, 04/2014). Is Psychological Measurement Possible?. Presented at the International Objective Measurement Workshop 20014, Philadelphia, Pennsylvania.
. (2013). Quantification is Neither Necessary Nor Sufficient for Measurement. Journal of Physics: Conference Series, 459, 012007. Retrieved from http://stacks.iop.org/1742-6596/459/i=1/a=012007
. (2008). Random parameter structure and the testlet model: extension of the Rasch testlet model. Journal of applied measurement, 10, 394–407.
(554.67 KB). (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). (2003, June). Research on learning: Implications for assessment in higher education. Presented at the American Association for Higher Education Assessment Conference, Seattle, WA.
. (2012). Responding To A Challenge That Learning Progressions Pose To Measurement Practice. In Learning progressions in science (pp. 317–343). Springer.
(2.43 MB) (82.7 KB). (2011). Road maps for learning: A guide to the navigation of learning progressions. Measurement: Interdisciplinary Research & Perspective, 9, 71–123.
(738.53 KB). (2011). The role of mathematical models in measurement: A perspective from psychometrics. Universitätsbibliothek Ilmenau.
(210.75 KB). (2013). Seeking a balance between the statistical and scientific elements in psychometrics. Psychometrika, 78, 211–236.
(807.81 KB). (2010). Selecting cut scores with a composite of item types: the construct mapping procedure. Journal of applied measurement, 12, 298–309.
(448 KB). (2000). SEPUP Assessment Resources Handbook (No. BEAR Report Series). University of California, Berkeley.
. (1997). The SEPUP Assessment System: An Overview. University of California, Berkeley.
(578.03 KB). (1995). SEPUP Course I, Issues, Evidence and You: Achievement evidence from the pilot implementation. University of California, Berkeley.
. (2013). Some Comments on Representing Construct Levels in Psychometric Models. In New Developments in Quantitative Psychology (pp. 319–334). Springer New York.
(981.89 KB). (2004). Some Links Between Large-Scale and Classroom Assessments: The Case of the BEAR Assessment System. Yearbook of the National Society for the Study of Education, 103, 132–154.