Burmester, K., Moore, S., Sammet, K., & Kreiner-Althen, K.. (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.

Burmester, K. (2011). Analytical Framework for Conjecture-based Whole-class Mathematical Discourse.

Burmester, K., Nagy-Catz, K., & Crowell, A.. (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.

Burmester, K. (2010). "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.

Burmester, K., Kreiner-Althen, K., & Mangione, P.. (2015). 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.

Burmester, K., Sammet, K., Choi, I. H., Park, S., Lee, H. K., & Moore, S.. (2015). DRDP(2015) - Fulfilling the Vision for Early Childhood Assessment in California, Illinois, and Beyond. Berkeley Evaluation and Assessment Research (BEAR) Seminar.

Burmester, K. (2011). 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.

Burmester, K. (2011). Triangulating Evidence to Investigate the Validity of Measures: Evidence from Discussion during Instruction, Cognitive Interviews, and Written Assessments. ERIC.

Burmester, K., & Moore, S.. (2013). “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.

Burmester, K. (2011). “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.

Burmester, K., Karelitz, T., Kim, M. - J., Lehrer, R., Lucas, D., & Wilson, M.. (2007). Collaboration at the Boundaries: Brokering Learning and Assessment Improves the Quality of Education. American Educational Research Association. Symposium, Chicago, IL.

Burmester, K., & Schroeder, E.. (2014). 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.

Burmester, K. (2011). Exploring the Contexts of Assessment: Comparing Evidence of Learning from Within the Classroom. Jean Piaget Society. Berkeley, CA.

Burmester, K., Seeratan, K., Zhou, W., Kim, M. - J., Full, M., Schwartz, R., & Wilson, M.. (2008). Making Sense of Student Responses to Assessment Items Using Scoring Exemplars. Berkeley Evaluation and Assessment Seminar. Berkeley, CA.

Brown, N. J. S., Furtak, E. Marie, Timms, M., Nagashima, S. O., & Wilson, M.. (2010). The evidence-based reasoning framework: Assessing scientific reasoning. Educational Assessment, 15, 123–141.

Brown, N. J. S. (2005). The multidimensional measure of conceptual complexity. University of California, Berkeley.

Brown, N. J. S., & Wilson, M.. (2011). A model of cognition: The missing cornerstone of assessment. Educational Psychology Review, 23, 221–234.

Brown, N. J. S., Nagashima, S. O., Fu, A., Timms, M., & Wilson, M.. (2010). A framework for analyzing scientific reasoning in assessments. Educational Assessment, 15, 142–174.

Brown, N. J. S. (2004). Interpreting Ordered Partition Model Parameters from ConQuest. University of California, Berkeley.

Briggs, D. C. (2004). Causal Inference and the Heckman Model. Journal of Educational and Behavioral Statistics, 29, 397-420. doi:10.3102/10769986029004397

Briggs, D. C., & Wilson, M.. (2007). Generalizability in item response modeling. Journal of Educational Measurement, 44, 131–155.

Briggs, D. C., & Wilson, M.. (2003). An introduction to multidimensional measurement using Rasch models. Journal of Applied Measurement, 4, 87–100.

Briggs, D. C., Alonzo, A. C., Schwab, C., & Wilson, M.. (2006). Diagnostic assessment with ordered multiple-choice items. Educational Assessment, 11, 33–63.

Briggs, D. C. (2004). Evaluating SAT coaching: gains, effects and self-selection. Rethinking the SAT: The Future of Standardized Testing in University Admissions, 217–233.

Briggs, D. C., & Wilson, M.. (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