Biblio
. (1996, April). 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.
. (2012). The Rasch rating model and the disordered threshold controversy. Educational and Psychological Measurement, 72, 547–573.
(1.53 MB). (2006, April). Using item response modeling methods to develop theory related to human performance. Presented at the International Objective Measurement Workshop, Berkeley, CA.
. (2006). Introducing multidimensional item response modeling in health behavior and health education research. Health education research, 21, i73–i84.
(245.98 KB). (2007). NAEP Pilot Learning Progression Framework. Report to the National Assessment Governing Board.
(229.66 KB). (2009). 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.
. (2006). Does participation in an intervention affect responses on self-report questionnaires?. Health education research, 21, i98–i109.
(98.87 KB). (2005). Systems for state science assessment. National Academies Press.
(473.17 KB). (2005). Systems for state science assessment. National Academies Press.
(473.17 KB) (81.64 KB). (2011). Road maps for learning: A guide to the navigation of learning progressions. Measurement: Interdisciplinary Research & Perspective, 9, 71–123.
(738.53 KB). (2007). Generalizability in item response modeling. Journal of Educational Measurement, 44, 131–155.
(932.59 KB). (2003). An introduction to multidimensional measurement using Rasch models. Journal of Applied Measurement, 4, 87–100.
. (2006). Diagnostic assessment with ordered multiple-choice items. Educational Assessment, 11, 33–63.
. (2004). Evaluating SAT coaching: gains, effects and self-selection. Rethinking the SAT: The Future of Standardized Testing in University Admissions, 217–233.
. (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
. (2004). Causal Inference and the Heckman Model. Journal of Educational and Behavioral Statistics, 29, 397-420. doi:10.3102/10769986029004397
. (2010). A framework for analyzing scientific reasoning in assessments. Educational Assessment, 15, 142–174.
(4.7 MB). (2004). Interpreting Ordered Partition Model Parameters from ConQuest. University of California, Berkeley.
(756.77 KB). (2010). The evidence-based reasoning framework: Assessing scientific reasoning. Educational Assessment, 15, 123–141.
(574.67 KB). (2005). The multidimensional measure of conceptual complexity. University of California, Berkeley.
(390.4 KB). (2011). A model of cognition: The missing cornerstone of assessment. Educational Psychology Review, 23, 221–234.
(350.87 KB). (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.
. (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.