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The Long-Term Sustainability of Different Item Response Theory Scaling Methods

Educational and psychological measurement, 2011-04, Vol.71 (2), p.362-379

2011

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The Long-Term Sustainability of IRT Scaling Methods in Mixed-Format Tests

Journal of educational measurement, 2013-12, Vol.50 (4), p.390-407

2013

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Pilot Study of a Patient-Centered Radiology Process Model

Journal of the American College of Radiology, 2017-02, Vol.14 (2), p.274-281

2017

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Commentary: What Is Truly Foundational?

Educational measurement, issues and practice, 2024-09, Vol.43 (3), p.52-55

2024

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Clinical outcomes following hospital-wide implementation of prolonged-infusion cefepime and ceftazidime

International journal of antimicrobial agents, 2015-07, Vol.46 (1), p.129-130

2015

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The Effect of Changing Content on IRT Scaling Methods

Applied measurement in education, 2015-04, Vol.28 (2), p.99-114

2015

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Using ROC Analysis to Refine Cut Scores Following a Standard Setting Process

Educational and psychological measurement, 2024-09

2024

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Impact of Accumulated Error on Item Response Theory Pre-Equating With Mixed Format Tests

Applied measurement in education, 2016-01, Vol.29 (1), p.65-82

2016

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Principals’ Uses and Interpretations of Student Growth Percentile Data

Journal of school leadership, 2016-01, Vol.26 (1), p.6-33

2016

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Using multivariate generalizability theory to assess the effect of content stratification on the reliability of a performance assessment

Advances in health sciences education : theory and practice, 2010-12, Vol.15 (5), p.717-733

2010

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A Comparison of Linear, Fixed Common Item, and Concurrent Parameter Estimation Equating Procedures in Capturing Academic Growth

The Journal of experimental education, 2003-01, Vol.71 (3), p.229-250

2003

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The Examination of the Classification of Students into Performance Categories by Two Different Equating Methods

The Journal of experimental education, 2011-01, Vol.79 (1), p.30-52

2011

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Assessing the impact of modifications to the documentation component's scoring rubric and rater training on USMLE integrated clinical encounter scores

Academic medicine, 2009-10, Vol.84 (10 Suppl), p.S97-S100

2009

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The Generalizability of CBM Survey-Level Mathematics Assessments: Just How Many Samples Do We Need?

School psychology review, 2002-12, Vol.31 (4), p.514-528

2002

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The Long-Term Sustainability of IRT Scaling Methods in Mixed-Format Tests

Journal of educational measurement, 2013-12, Vol.50 (4), p.390

2013

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Evaluating Scoring Procedures for Context-Dependent Item Sets

Applied measurement in education, 2003, Vol.16 (3), p.207

2003

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An Indispensable Handbook on Computer-Based Testing

Contemporary psychology, 2004-02, Vol.49 (1), p.35-37

2004

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APPLIED RESEARCH: Reliability and Validity of Checklists and Global Ratings by Standardized Students, Trained Raters, and Faculty Raters in an Objective Structured Teaching Environment

Teaching and learning in medicine, 2005-07, Vol.17 (3), p.202-208

2005

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Reliability and validity of checklists and global ratings by standardized students, trained raters, and faculty raters in an objective structured teaching environment

Teaching and learning in medicine, 2005, Vol.17 (3), p.202-209

2005

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Evaluating Scoring Procedures for Context-Dependent Item Sets1

Applied measurement in education, 2003-07, Vol.16 (3), p.207-222

2003

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A comparison of linear, fixed common item, and concurrent parameter estimation equating procedures in capturing academic growth : Measurement, statistics, and research design

The Journal of experimental education, 2003, Vol.71 (3), p.229-250

2003

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Reporting Student Growth: Challenges and Opportunities

Score Reporting Research and Applications, 2019, p.50-62

1, 2019

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The Rise of Data in Education Systems: Collection, Visualization, and Use

Comparative Education Review, 2014, Vol.58 (3), p.549-551

2014

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Linking and Aligning Scores and Scales

Journal of the American Statistical Association, 2008, Vol.103 (484), p.1715-1715

Keller, Lisa A.

2008

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Education Reform: Ten Years after the Massachusetts Education Reform Act of 1993

Nonpartisan education review, 2005-02, Vol.1 (2), p.1-36

Linda Driscoll, Joseph B. Berger, Ronald K. Hambleton, Lisa A. Keller, Robert W. Maloy, David Hart, Paul Oh, Victoria Getis, Susan Bowles, Francis L. Gougeon, Kathryn A. McDermott, Andrew Churchill

2005

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The Long-Term Sustainability of Different Item Response Theory Scaling Methods

The Long-Term Sustainability of IRT Scaling Methods in Mixed-Format Tests

Pilot Study of a Patient-Centered Radiology Process Model

Commentary: What Is Truly Foundational?

Clinical outcomes following hospital-wide implementation of prolonged-infusion cefepime and ceftazidime

The Effect of Changing Content on IRT Scaling Methods

Using ROC Analysis to Refine Cut Scores Following a Standard Setting Process

Impact of Accumulated Error on Item Response Theory Pre-Equating With Mixed Format Tests

Principals’ Uses and Interpretations of Student Growth Percentile Data

Using multivariate generalizability theory to assess the effect of content stratification on the reliability of a performance assessment

A Comparison of Linear, Fixed Common Item, and Concurrent Parameter Estimation Equating Procedures in Capturing Academic Growth

The Examination of the Classification of Students into Performance Categories by Two Different Equating Methods

Assessing the impact of modifications to the documentation component's scoring rubric and rater training on USMLE integrated clinical encounter scores

The Generalizability of CBM Survey-Level Mathematics Assessments: Just How Many Samples Do We Need?

The Long-Term Sustainability of IRT Scaling Methods in Mixed-Format Tests

Evaluating Scoring Procedures for Context-Dependent Item Sets

An Indispensable Handbook on Computer-Based Testing

APPLIED RESEARCH: Reliability and Validity of Checklists and Global Ratings by Standardized Students, Trained Raters, and Faculty Raters in an Objective Structured Teaching Environment

Reliability and validity of checklists and global ratings by standardized students, trained raters, and faculty raters in an objective structured teaching environment

Evaluating Scoring Procedures for Context-Dependent Item Sets1

A comparison of linear, fixed common item, and concurrent parameter estimation equating procedures in capturing academic growth : Measurement, statistics, and research design

Reporting Student Growth: Challenges and Opportunities

The Rise of Data in Education Systems: Collection, Visualization, and Use

Linking and Aligning Scores and Scales

Education Reform: Ten Years after the Massachusetts Education Reform Act of 1993

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