Mark Wilson
Primary tabs
- Assessing Data Modeling and Statistical Reasoning (ADM)
- Project Aspire - Defining and Assessing Mathematical Knowledge For Teaching Secondary Mathematics
- California Department of Education's Desired Results Developmental Profile (DRDP)
- Special Education Learning Progressions in Mathematics
- Supporting Scientific Practices in Elementary and Middle School Classrooms
- Learning Progressions in Middle School Science Instruction and Assessment (LPS)
- Illinois State Board of Education's Kindergarten Individual Development Survey (KIDS)
- Developing and Testing Multi-Component Computer-Based Assessment for the Next Generation Science Standards
- Measurement of College Readiness
- San Francisco Health Investigators
- Challenges and Opportunities of Learning Progressions for the Psychometric Community
- A Learning Progression Approach to Understanding Students’ Conceptions of the Structure of Matter
- Coding Student Responses: An Iterative and Construct-Driven Approach that Uses Multiple Sources of Data
- Multidimensional classification of examinees based on the mixture random weights linear logistic test model
- 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
- 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
- Adaptive Technology for e-Learning: Principles and Case Studies of an Emerging Field
- Collaboration at the Boundaries: Brokering Learning and Assessment Improves the Quality of Education.
- Assessment as a tool to Understand Students’ Conceptions of the Structure of Matter
Mark Wilson's interests focus on measurement and applied statistics. His work spans a range of issues in measurement and assessment from the development of new statistical models for analyzing measurement data, to the development of new assessments in subject matter areas such as science education, patient-reported outcomes and child development, to policy issues in the use of assessment data in accountability systems. He has recently published three books: the first, Constructing measures: An item response modeling approach (Erlbaum), is an introduction to modern measurement; the second (with Paul De Boeck of the University of Leuven in Belgium), Explanatory item response models: A generalized linear and nonlinear approach (Springer-Verlag), introduces an overarching framework for the statistical modeling of measurements that makes available new tools for understanding the meaning and nature of measurement; the third, Towards coherence between classroom assessment and accountability (University of Chicago Press:National Society for the Study of Education), is an edited volume that explores the issues relating to the relationships between large-scale assessment and classroom-level assessment. He currently chairs a National Research Council committee on assessment of science achievement. He is founding editor of the new journal Measurement: Interdisciplinary Research and Perspectives. Degrees: Ph.D., University of Chicago, Educational Measurement & Educational Statistics, 1984. M. Ed., University of Melbourne, Educational Statistics and Measurement, 1981. Dip. Ed., University of Melbourne, 1976. B.Sc (Hons.), University of Melbourne, Mathematics, 1975.