Biblio
. (2007). Assessment to improve learning in mathematics: The BEAR assessment system. Assessing mathematical proficiency, 53, 311.
. (1994, April). Multimode assessment involving raters. Presented at the annual meeting of the American Educational Research Association. Atlanta, GA.
. (2011). Formulating latent growth using an explanatory item response model approach. Journal of applied measurement, 13, 1–22.
(683.76 KB). (2013). A Learning Progression Approach to Understanding Students’ Conceptions of the Structure of Matter. Presented at the annual meeting of the American Educational Research Association, San Francisco.
. (2008). Cognitive diagnosis using item response models. Zeitschrift für Psychologie/Journal of Psychology, 216, 74–88.
(375.54 KB). (1996, April). Multidimensional item responses: Multimethod-multitrait perspectives. Presented at the annual meeting of the American Educational Research Association. New York, NY.
. (2012). Perspectives on Methodological Issues. In Assessment and Teaching of 21st Century Skills (pp. 67–141). Springer.
(1.46 MB). (2004). Towards coherence between classroom assessment and accountability. 103rd Yearbook of the National Society for the Study of Education, Part II. Chicago: University of Chicago Press.
. (2006). Improving measurement in health education and health behavior research using item response modeling: introducing item response modeling. Health education research, 21, i4–i18.
(660.66 KB). (1997). An Examination of Variation in Rater Severity Over Time: A Study in Rater Drift. University of California, Berkeley.
. (2006). Assessment to improve learning in higher education: The BEAR Assessment System. Higher Education, 52, 635–663.
(449.18 KB). (1998, Jannuary). How do curriculum developers measure success?. Presented at the ScienceGate II Conference, Xerox Document University, VA.
. (1994, April). What technical issues might be major concerns in implementing new assessments and new technologies. Presented at the National Council for Measurement in Education annual meeting. New Orleans, LA.
. (1995). Complex composites: Issues that arise in combining different modes of assessment. Applied Psychological Measurement, 19, 51-72.
. (1996, April). Complex item responses: Rater effects and item dependency. Presented at the annual meeting of the American Educational Research Association. New York, NY.
. (2006). Improving measurement in health education and health behavior research using item response modeling: comparison with the classical test theory approach. Health Education Research, 21, i19–i32.
(142.53 KB). (2013). Challenges and Opportunities of Learning Progressions for the Psychometric Community. Presented at the annual meeting of the American Educational Research Association, San Francisco.
. (1995). SEPUP Course I, Issues, Evidence and You: Achievement evidence from the pilot implementation. University of California, Berkeley.
. (1997, July). Mapping student progress in science with embedded assessments. Presented at the annual conference of the American Association for the Advancement of Science, Seattle WA.
. (2013). A Strategy for the Assessment of Competencies in Higher Education. In Modeling and Measuring Competencies in Higher Education (pp. 61–80). Springer.
(1.46 MB). (1997). Developing maps for student progress in the SEPUP Assessment System. University of California, Berkeley.
. (2011). The role of mathematical models in measurement: A perspective from psychometrics. Universitätsbibliothek Ilmenau.
(210.75 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.
. (2008). Explanatory item response models: A brief introduction. Assessment of competencies in educational contexts, 91–120.
(490.37 KB). (2003, June). Research on learning: Implications for assessment in higher education. Presented at the American Association for Higher Education Assessment Conference, Seattle, WA.