Biblio
. (2006, April). Using item response modeling methods to develop theory related to human performance. Presented at the International Objective Measurement Workshop, Berkeley, CA.
. (2006). Using Progress Variables to Interpret Student Achievement and Progress. University of California, Berkeley.
(551.59 KB). (2007). Adaptive technology for e-learning: principles and case studies of an emerging field. Journal of the American Society for Information Science and Technology, 58, 2295–2309.
(691.68 KB). (2007). Adaptive Technology for e-Learning: Principles and Case Studies of an Emerging Field. Journal of the American Society for Information Science and Technology, 58(14). doi:10.1002
. (2007). Application of the Saltus model to stagelike data: Some applications and current developments. In Multivariate and mixture distribution Rasch models (pp. 119–130). Springer.
(1.12 MB). (2007). 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. Presented at the
Annual meeting of the American Education Research Association, Chicago, IL.
.. (2007). Collaboration at the Boundaries: Brokering Learning and Assessment Improves the Quality of Education. American Educational Research Association. Symposium, 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). 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.
(229.66 KB). (2007). Using progress variables to map intellectual development. Berkeley, CA: Berkeley Evaluation & Assessment Research Center.
(402.92 KB). (2008). Cognitive diagnosis using item response models. Zeitschrift für Psychologie/Journal of Psychology, 216, 74–88.
(375.54 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). (2008). ConstructMap Version 4 (computer program). University of, Berkeley, CA: BEAR Center.
(288.38 KB). (2008). Contributions of Middle Grade Students to the Validation Process of a National Science Assessment Study. Middle Grades Research Journal, 3, 1–22.
(1.16 MB). (2008). Contributions of Middle Grade Students to the Validation Process of a National Science Assessment Study. Middle Grades Research Journal, 3, 1–22.
(1.16 MB). (2008). Explanatory item response models: A brief introduction. Assessment of competencies in educational contexts, 91–120.
(490.37 KB). (2008). A LLTM approach to the examination of teachers' ratings of classroom assessment tasks. Psychology Science, 50, 417.
. (2008). Making Sense of Student Responses to Assessment Items Using Scoring Exemplars. Berkeley Evaluation and Assessment Seminar. Berkeley, CA.
. (2008). Mixture models in a developmental context. Advances in Latent Variable Mixture Models, 199.
(222.14 KB). (2008). A multidimensional Rasch analysis of gender differences in PISA mathematics. Journal of applied measurement, 9, 18.
(761.82 KB). (2008). Random parameter structure and the testlet model: extension of the Rasch testlet model. Journal of applied measurement, 10, 394–407.
(554.67 KB)