Biblio
Multilevel modeling of complex item responses in multiple dimensions: Why bother?. Presented at the annual meeting of the American Educational Research Association. New York, NY.
. (1996, April). The Rasch rating model and the disordered threshold controversy. Educational and Psychological Measurement, 72, 547–573.
. (2012). 
Using item response modeling methods to develop theory related to human performance. Presented at the International Objective Measurement Workshop, Berkeley, CA.
. (2006, April). Introducing multidimensional item response modeling in health behavior and health education research. Health education research, 21, i73–i84.
. (2006). 
NAEP Pilot Learning Progression Framework. Report to the National Assessment Governing Board.
. (2007). 
The mastery learner judgment consistency rate of Rasch model-based standard setting method: Focused on the comparison with raw-score and Angoff methods. In Criterion-referenced testing: Practice analysis to score reporting using Rasch measurement. Chicago: JAM Press.
. (2009). Does participation in an intervention affect responses on self-report questionnaires?. Health education research, 21, i98–i109.
. (2006). 
Systems for state science assessment. National Academies Press.
. (2005). 
Systems for state science assessment. National Academies Press.
. (2005). 
Road maps for learning: A guide to the navigation of learning progressions. Measurement: Interdisciplinary Research & Perspective, 9, 71–123.
. (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). A model of cognition: The missing cornerstone of assessment. Educational Psychology Review, 23, 221–234.
. (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). 
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).