Biblio
. (2012, April 12). Predicting Mathematics Test Item Difficulties: Results of a Preliminary Study. Presented at the International Objective Measurement Workshop in Vancouver, BC.
. (2003). A Primer on Design Matrices (No. BEAR Research Note). University of California, Berkeley.
(53.24 KB). (2015). A Process for Determining Criterion Zone Boundaries for Kindergarten Readiness. Presented in R. Hernandez & M. Wilson (Chairs), The Intersecting Roles of Policy, Practice, and Research in Adopting a Statewide Kindergarten Readiness Assessment. American Educational Research Association (AERA). Symposium, Chicago, Illinois.
. (2003, April). Promoting Success in Online College Courses: Understanding Interactions Between Course Structure and Learner Readiness. Presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
. (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). (1999, October). Reinventing Online Education From a Social Context. Presented at the "Online Education in California Community Colleges: Faculty Perspectives" Conference at College of San Mateo.
. (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). (2012). "Scientific Sense Making in Context.” In R. Dorph (Chair), Activating Young Science Learners: Igniting Persistent Engagement in Science Learning and Inquiry. . American Educational Research Association (AERA). Symposium, Vancouver, BC.
. (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). (1995). SEPUP Assessment Development Centers: Site visit portfolio. University of California, Berkeley.
. (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.
. (2006, April). 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.
. (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.