Biblio
Collaboration at the Boundaries: Brokering Learning and Assessment Improves the Quality of Education. American Educational Research Association. Symposium, Chicago, IL.
. (2007). DRDP Online Systems Across Collaborative Projects: Valid and reliable psychometric measurement
of early childhood development across multiple domains.. Inclusion Collaborative State Conference. Workshop, Santa Clara, CA.
. (2014). Exploring the Contexts of Assessment: Comparing Evidence of Learning from Within the Classroom. Jean Piaget Society. Berkeley, CA.
. (2011). Making Sense of Student Responses to Assessment Items Using Scoring Exemplars. Berkeley Evaluation and Assessment Seminar. Berkeley, CA.
. (2008). 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.
. (2015). "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.
. (2012). "Exploring Contexts of Assessment." In R. Lehrer (Chair), Constructing A Multidimensional Learning Progression of Data Modeling: Design Studies, Psychometric Modeling and Brokering Professional Development. National Countcil of Teachers of Mathematics. Paper, San Diego, CA.
. (2010). Bridging Early Learning, Kindergarten, and First-Grade Content Standards Through Assessment. 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.
. (2015). DRDP(2015) - Fulfilling the Vision for Early Childhood Assessment in California, Illinois, and Beyond. Berkeley Evaluation and Assessment Research (BEAR) Seminar.
. (2015). Triangulating Validity Evidence from Classroom Discussions, Written Assessments, and Cognitive Interviews.” In J. Matthews-Lopez (Chair), Dimensions of Test Validation.. American Educational Research Association (AERA). Symposium, New Orleans, LA.
. (2011). “Valid Approach to Observational Authentic Assessment.” In M. Wilson (Chair), Authentic Observational Assessment of Young Children: Frameworks, Methods, Special Considerations, and Policy Implications. . American Educational Research Association (AERA). Symposium, San Francisco, CA.
. (2013). “Investigation of the Validity of Evidence Obtained from Classroom Discussions.” In I. Grabovsky (Chair), Innovations in Measurement.. National Council of Measurement in Education (NCME). Symposium, New Orleans, LA.
. (2011). Interpreting Ordered Partition Model Parameters from ConQuest. University of California, Berkeley.
. (2004). 
The evidence-based reasoning framework: Assessing scientific reasoning. Educational Assessment, 15, 123–141.
. (2010). 
The multidimensional measure of conceptual complexity. University of California, Berkeley.
. (2005). 
A model of cognition: The missing cornerstone of assessment. Educational Psychology Review, 23, 221–234.
. (2011). 
An introduction to multidimensional measurement using Rasch models. Journal of Applied Measurement, 4, 87–100.
. (2003). . (2006).
Evaluating SAT coaching: gains, effects and self-selection. Rethinking the SAT: The Future of Standardized Testing in University Admissions, 217–233.
. (2004). 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). Causal Inference and the Heckman Model. Journal of Educational and Behavioral Statistics, 29, 397-420. doi:10.3102/10769986029004397
. (2004).