Biblio
. (2009). Constructing One Scale to Describe Two Statewide Exams. Journal of applied measurement, 10, 170–184.
(571.23 KB). (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.
. (2012, April 12). Predicting Mathematics Test Item Difficulties: Results of a Preliminary Study. Presented at the International Objective Measurement Workshop in Vancouver, BC.
. (2010). Validation of the International Classification of Functioning Disability and Health framework using multidimensional item response modeling. Disability & Rehabilitation, 32, 1397–1405.
(214.15 KB). (2009). Measuring measuring: Toward a theory of proficiency with the Constructing Measures framework. Journal of applied measurement, 296.
(813.59 KB). (2011). Advances in Rasch measurement Volume 2.
(138.66 KB) (191.91 KB). (2008). Mixture models in a developmental context. Advances in Latent Variable Mixture Models, 199.
(222.14 KB). (2005). Theoretical issues in the Desired Results Developmental Profile. Presented at the
Annual meeting of the American Educational Research Association, Montreal, Canada.
.. (1997, July). Mapping student progress with embedded assessments: The challenge of making evaluation meaningful. Presented at the National Evaluation Institute Workshop, Indianapolis, IN.
. (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). (2005, November). Designing & using an embedded assessment system to track student progress. Presented at the National Science Teachers Association conference, Chicago, IL.
. (2010). Selecting cut scores with a composite of item types: the construct mapping procedure. Journal of applied measurement, 12, 298–309.
(448 KB). (1998). Multidimensional modeling of complex science assessment data (No. BEAR Report Series). University of California, Berkeley.
. (2008). A LLTM approach to the examination of teachers' ratings of classroom assessment tasks. Psychology Science, 50, 417.
. (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). (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.
. (2010). Concrete, abstract, formal, and systematic operations as observed in a" Piagetian" balance-beam task series. Journal of applied measurement, 11, 11.
. (2009). Concrete, abstract, formal, and systematic operations as observed in a" Piagetian" balance-beam task series. Journal of applied measurement, 11, 11–23.
(417.22 KB). (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.
.. (2007). Measuring the development of conceptual understanding in chemistry (phd). University of California, Berkeley.
. (2009). Mapping student understanding in chemistry: The perspectives of chemists. Science Education, 93, 56–85.
(226.35 KB). (2013). Avoiding zero between-study variance estimates in random-effects meta-analysis. Statistics in Medicine, 33(23).
. (In Press). Multidimensional classification of examinees based on the mixture random weights linear logistic test model. Educational and Psychological Measurement.
. (2013). Coding Student Responses: An Iterative and Construct-Driven Approach that Uses Multiple Sources of Data. Presented at the Annual meeting of the American Educational Research Association, San Francisco.
(172.07 KB)