Biblio
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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.
. (1994, April). What have we learned from developing an embedded assessment system?. Presented at the annual meeting of the American Educational Research Association, New York, NY.
. (1996, April). Validation of the International Classification of Functioning Disability and Health framework using multidimensional item response modeling. Disability & Rehabilitation, 32, 1397–1405.
. (2010). 
Validating a learning progression in mathematical functions for college readiness. Mathematical Thinking and Learning, 13, 259–291.
. (2011). 
Using the concept of a measurement system to characterize measurement models used in psychometrics. Measurement, 46, 3766–3774.
. (2013). 
Using progress variables to map intellectual development. Berkeley, CA: Berkeley Evaluation & Assessment Research Center.
. (2007). 
Using Progress Variables to Interpret Student Achievement and Progress. University of California, Berkeley.
. (2006). 
Using progress variables and embedded assessment to improve teaching and learning. Presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada.
. (2005, April). Using criterion-referenced maps to produce meaningful evaluation measures: Evaluating middle school science teacher change in assessment, collegial and instructional practices. In , Objective Measurement: Theory into Practice (Volume 5). Norwood, NJ: Ablex.
. (2000). Unfair treatment? The case of Freedle, the SAT, and the standardization approach to differential item functioning. Harvard Educational Review, 80, 106–134.
. (2010). 
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.
. (2004). Toward establishing a learning progression to support the development of statistical reasoning. Learning over time: learning trajectories in mathematics education. Charlotte: Information Age Publishers.
. (2013). 
Toward establishing a learning progression to support the development of statistical reasoning. In , Learning over Time: Learning Trajectories in Mathematics Education. Charlotte, NC: Information Age Publishers.
. (In Press). Theoretical issues in the Desired Results Developmental Profile. Presented at the
. (2005). Annual meeting of the American Educational Research Association, Montreal, Canada.
.Systems for state science assessment. National Academies Press.
. (2005). 
Systems for State Science Assessment. Washington, D.C.: National Academy Press.
. (2005). 
Systems for state science assessment. National Academies Press.
. (2005). 
A Study of Confidence and Accuracy Using the Rasch Modeling Procedures. ETS Research Report Series, 2008, i–25.
. (2008). 
A Study of Confidence and Accuracy Using the Rasch Modeling Procedures. ETS Research Report Series, 2008, i–25.
. (2008). 
A Strategy for the Assessment of Competencies in Higher Education. In Modeling and Measuring Competencies in Higher Education (pp. 61–80). Springer.
. (2013). 
Special Education Learning Progressions in Mathematics: An Investigation Using the BEAR Assessment System. Presented at the International Objective Measurement Workshop, Vancouver, BC.
. (2012, April 12). Sources of self-efficacy belief: development and validation of two scales. Journal of applied measurement, 11, 24–37.
. (2009). 
Sources of self-efficacy belief: development and validation of two scales. Journal of applied measurement, 11, 24.
. (2010). 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.
. (2004). Some Comments on Representing Construct Levels in Psychometric Models. In New Developments in Quantitative Psychology (pp. 319–334). Springer New York.
. (2013). 