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What Hath the Coronavirus Brought to Assessment? Unprecedented Challenges in Educational Assessment in 2020 and Years to Come

Educational measurement, issues and practice, 2020-09, Vol.39 (3), p.45-48

2020

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Exploring the Full-Information Bifactor Model in Vertical Scaling With Construct Shift

Applied psychological measurement, 2012-01, Vol.36 (1), p.3-20

2012

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A Suggested Change in Terminology and Emphasis regarding Validity and Education

Educational researcher, 2007-11, Vol.36 (8), p.437-448

2007

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Assessment in educational reform: Both means and ends

2002

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The concept of validity: Revisions, new directions, and applications

2009

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Computers and their impact on state assessments: Recent history and predictions for the future

2012

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Estimating the Impact of Instructional Practices on Student Achievement in Science

Journal of research in science teaching, 1999-12, Vol.36 (10), p.1110-1126

1999

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Validity is an Action Verb: Commentary on: "Clarifying the Consensus Definition of Validity"

Measurement (Mahwah, N.J.), 2012-01, Vol.10 (1-2), p.75-79

2012

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Further Clarification regarding Validity and Education

Educational researcher, 2007-11, Vol.36 (8), p.482-484

2007

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An Evaluation of the Accuracy of Multidimensional IRT Linking

Applied psychological measurement, 2000-06, Vol.24 (2), p.115-138

2000

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Vertical Equating for State Assessments: Issues and Solutions in Determination of Adequate Yearly Progress and School Accountability

Practical assessment, research & evaluation, 2003, Vol.8 (10)

2003

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Consistency of Standard Setting in an Augmented State Testing System

Educational measurement, issues and practice, 2008-06, Vol.27 (2), p.46-55

2008

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Alternate assessments based on alternate achievement standards: Policy, practice, and potential

Brookes Publishing Company, 2009

2009

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Applications of the Analytically Derived Asymptotic Standard Errors of Item Response Theory Item Parameter Estimates

Journal of educational measurement, 2004-06, Vol.41 (2), p.85-117

2004

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Computer-Mediated Focus Groups

Evaluation review, 2000-10, Vol.24 (5), p.457-483

2000

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Resistance to Confounding Style and Content in Scoring Constructed-Response Items

Educational measurement, issues and practice, 2005-06, Vol.24 (2), p.22-28

2005

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Assessing and modeling cognitive development in school

Lissitz, Robert W

2007

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Longitudinal and value added models of student performance

2006

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Value added models in education: Theory and applications

2005

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Evaluating Teachers and Schools Using Student Growth Models

Practical assessment, research & evaluation, 2012-12, Vol.17 (17), p.17

2012

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Reporting NAEP Results Using Standards

Educational measurement, issues and practice, 1995-06, Vol.14 (2), p.14-23

1995

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Measurement Training for School Personnel Recommendations and Reality

Journal of teacher education, 1987-05, Vol.38 (3), p.57-63

1987

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IRT Test Equating: Relevant Issues and a Review of Recent Research

Review of educational research, 1986-12, Vol.56 (4), p.495-529

1986

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The Consistency of Detecting Item Bias Across Different Test Administrations: Implications of Another Failure

Journal of educational measurement, 1992-09, Vol.29 (3), p.227-242

1992

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Effect of the number of scale points on reliability: A Monte Carlo approach

Journal of applied psychology, 1975-02, Vol.60 (1), p.10-13

1975

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What Hath the Coronavirus Brought to Assessment? Unprecedented Challenges in Educational Assessment in 2020 and Years to Come

Exploring the Full-Information Bifactor Model in Vertical Scaling With Construct Shift

A Suggested Change in Terminology and Emphasis regarding Validity and Education

Assessment in educational reform: Both means and ends

The concept of validity: Revisions, new directions, and applications

Computers and their impact on state assessments: Recent history and predictions for the future

Estimating the Impact of Instructional Practices on Student Achievement in Science

Validity is an Action Verb: Commentary on: "Clarifying the Consensus Definition of Validity"

Further Clarification regarding Validity and Education

An Evaluation of the Accuracy of Multidimensional IRT Linking

Vertical Equating for State Assessments: Issues and Solutions in Determination of Adequate Yearly Progress and School Accountability

Consistency of Standard Setting in an Augmented State Testing System

Alternate assessments based on alternate achievement standards: Policy, practice, and potential

Applications of the Analytically Derived Asymptotic Standard Errors of Item Response Theory Item Parameter Estimates

Computer-Mediated Focus Groups

Resistance to Confounding Style and Content in Scoring Constructed-Response Items

Assessing and modeling cognitive development in school

Longitudinal and value added models of student performance

Value added models in education: Theory and applications

Evaluating Teachers and Schools Using Student Growth Models

Reporting NAEP Results Using Standards

Measurement Training for School Personnel Recommendations and Reality

IRT Test Equating: Relevant Issues and a Review of Recent Research

The Consistency of Detecting Item Bias Across Different Test Administrations: Implications of Another Failure

Effect of the number of scale points on reliability: A Monte Carlo approach

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