Biblio
Assessment to improve learning in mathematics: The BEAR assessment system. Assessing mathematical proficiency, 53, 311.
. (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
. (2007). Annual meeting of the American Education Research Association, Chicago, IL.
.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). Interpreting and using multidimensional performance data to improve learning. In , Applications of Rasch Measurement to Science Education. Chicago: JAM Press.
. (2007). Measuring the development of conceptual understanding in chemistry (phd). University of California, Berkeley.
. (2007). NAEP Pilot Learning Progression Framework. Report to the National Assessment Governing Board.
. (2007). 
Using progress variables to map intellectual development. Berkeley, CA: Berkeley Evaluation & Assessment Research Center.
. (2007). 
Assessment for e-Learning: Case studies of an emerging field. Presented at the International Objective Measurement Workshop, Berkeley, CA.
. (2006, April). Assessment to improve learning in higher education: The BEAR Assessment System. Higher Education, 52, 635–663.
. (2006). 
ChemQuery: An assessment system for mapping student progress in learning chemistry. STEM Assessment Conference.
. (2006). Comparison of dimension-aligning techniques in a multidimensional IRT context. Presented at the 13th International Objective Measurement Workshops, Berkeley, CA.
. (2006, April). Designing and Using an Embedded Assessment System to Track Student Progress. Presented at the Annual Meeting of the National Science Teachers Association, Anaheim, CA.
. (2006, April). . (2006).
Does participation in an intervention affect responses on self-report questionnaires?. Health education research, 21, i98–i109.
. (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.
. (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). 
Introducing equating methodologies to compare test scores from two different self-regulation scales. Health education research, 21, i110–i120.
. (2006). 
Introducing multidimensional item response modeling in health behavior and health education research. Health education research, 21, i73–i84.
. (2006). 
Linking Developmental Profiles Across Age Groups. Presented at the
. (2006, April). Annual Meeting of the American Educational Research Association, San Francisco, CA
.
Modeling Randomness in Judging Rating Scales with a Random-Effects Rating Scale Model. Journal of Educational Measurement, 43, 335–353.
. (2006). 
Simplified scoring of performance activities: Comparing assessment stories from complex and simple scoring approaches. Presented at the Annual Meeting of the National Council on Measurement in Education, San Francisco, CA.
. (2006, April). Using item response modeling methods to develop theory related to human performance. Presented at the International Objective Measurement Workshop, Berkeley, CA.
. (2006, April).