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Computer-Guided Inquiry to Improve Science Learning

Science (American Association for the Advancement of Science), 2014-04, Vol.344 (6180), p.155-156

2014

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Automated text scoring and real‐time adjustable feedback: Supporting revision of scientific arguments involving uncertainty

Science education (Salem, Mass.), 2019-05, Vol.103 (3), p.590-622

2019

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Thinking critically about critical thinking: validating the Russian HEIghten® critical thinking assessment

Studies in higher education (Dorchester-on-Thames), 2020-09, Vol.45 (9), p.1933-1948

2020

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Examining mode effects for an adapted Chinese critical thinking assessment

Assessment and evaluation in higher education, 2021-08, Vol.46 (6), p.879-893

2021

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Are Fourth‐Year College Students Better Critical Thinkers than Their First‐Year Peers? Not So Much, and College Major and Ethnicity Matter

Educational measurement, issues and practice, 2022-03, Vol.41 (1), p.64-79

2022

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Test-Optional Policies: Impacts to Date and Recommendations for Equity in Admissions

Journal of postsecondary student success (Print), 2024-07, Vol.3 (4), p.1-19

2024

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Measuring knowledge integration: Validation of four-year assessments

Journal of research in science teaching, 2011-11, Vol.48 (9), p.1079-1107

2011

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Assessing Students’ Deep Conceptual Understanding in Physical Sciences: an Example on Sinking and Floating

International journal of science and mathematics education, 2017, Vol.15 (1), p.57-70

2017

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The effect of automated feedback on revision behavior and learning gains in formative assessment of scientific argument writing

Computers and education, 2020-01, Vol.143, p.103668, Article 103668

2020

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Assessing Critical Thinking in Higher Education: Current State and Directions for Next‐Generation Assessment

ETS research report series, 2014-06, Vol.2014 (1), p.1-23

2014

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Student Evaluation of Instruction: In the New Paradigm of Distance Education

Research in higher education, 2012-06, Vol.53 (4), p.471-486

Liu, Ou Lydia

2012

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Assessing critical thinking in higher education: the HEIghten™ approach and preliminary validity evidence

Assessment and evaluation in higher education, 2016-07, Vol.41 (5), p.677-694

2016

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Ten Years After the Spellings Commission: From Accountability to Internal Improvement

Educational measurement, issues and practice, 2017-06, Vol.36 (2), p.34-41

Liu, Ou Lydia

2017

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Investigating ESL Students’ Performance on Outcomes Assessments in Higher Education

Educational and psychological measurement, 2012-10, Vol.72 (5), p.734-753

2012

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Investigating student learning gains in college: a longitudinal study

Studies in higher education (Dorchester-on-Thames), 2017-12, Vol.42 (12), p.2284-2300

2017

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Value-added assessment in higher education: A comparison of two methods

Higher education, 2011-04, Vol.61 (4), p.445-461

Liu, Ou Lydia

2011

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Measuring Learning Outcomes in Higher Education: Motivation Matters

Educational researcher, 2012-12, Vol.41 (9), p.352-362

2012

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Validation of automated scoring of science assessments

Journal of research in science teaching, 2016-02, Vol.53 (2), p.215-233

2016

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Outcomes Assessment in Higher Education: Challenges and Future Research in the Context of Voluntary System of Accountability

Educational measurement, issues and practice, 2011-09, Vol.30 (3), p.2-9

Liu, Ou Lydia

2011

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Differential Performance by English Language Learners on an Inquiry-Based Science Assessment

International journal of science education, 2012-01, Vol.34 (15), p.2343-2369

2012

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Designing Interdisciplinary Assessments in Sciences for College Students: An example on osmosis

International journal of science education, 2014-07, Vol.36 (11), p.1773-1793

2014

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Evaluating the Impact of Careless Responding on Aggregated-Scores: To Filter Unmotivated Examinees or Not?

International journal of testing, 2017-01, Vol.17 (1), p.74-104

2017

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Investigating the impact of automated feedback on students' scientific argumentation

International journal of science education, 2017-08, Vol.39 (12), p.1648-1668

2017

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Online Proctored Versus Unproctored Low-Stakes Internet Test Administration: Is There Differential Test-Taking Behavior and Performance?

The American journal of distance education, 2017-10, Vol.31 (4), p.226-241

2017

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Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective

Science education (Salem, Mass.), 2010-07, Vol.94 (4), p.665-688

2010

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Computer-Guided Inquiry to Improve Science Learning

Automated text scoring and real‐time adjustable feedback: Supporting revision of scientific arguments involving uncertainty

Thinking critically about critical thinking: validating the Russian HEIghten® critical thinking assessment

Examining mode effects for an adapted Chinese critical thinking assessment

Are Fourth‐Year College Students Better Critical Thinkers than Their First‐Year Peers? Not So Much, and College Major and Ethnicity Matter

Test-Optional Policies: Impacts to Date and Recommendations for Equity in Admissions

Measuring knowledge integration: Validation of four-year assessments

Assessing Students’ Deep Conceptual Understanding in Physical Sciences: an Example on Sinking and Floating

The effect of automated feedback on revision behavior and learning gains in formative assessment of scientific argument writing

Assessing Critical Thinking in Higher Education: Current State and Directions for Next‐Generation Assessment

Student Evaluation of Instruction: In the New Paradigm of Distance Education

Assessing critical thinking in higher education: the HEIghten™ approach and preliminary validity evidence

Ten Years After the Spellings Commission: From Accountability to Internal Improvement

Investigating ESL Students’ Performance on Outcomes Assessments in Higher Education

Investigating student learning gains in college: a longitudinal study

Value-added assessment in higher education: A comparison of two methods

Measuring Learning Outcomes in Higher Education: Motivation Matters

Validation of automated scoring of science assessments

Outcomes Assessment in Higher Education: Challenges and Future Research in the Context of Voluntary System of Accountability

Differential Performance by English Language Learners on an Inquiry-Based Science Assessment

Designing Interdisciplinary Assessments in Sciences for College Students: An example on osmosis

Evaluating the Impact of Careless Responding on Aggregated-Scores: To Filter Unmotivated Examinees or Not?

Investigating the impact of automated feedback on students' scientific argumentation

Online Proctored Versus Unproctored Low-Stakes Internet Test Administration: Is There Differential Test-Taking Behavior and Performance?

Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective

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