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From Cognitive-Domain Theory to Assessment Practice

Educational psychologist, 2016-01, Vol.51 (1), p.82-107

2016

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Assessing Fit of the Lognormal Model for Response Times

Journal of educational and behavioral statistics, 2020-10, Vol.45 (5), p.534-568

2020

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IRT and MIRT Models for Item Parameter Estimation With Multidimensional Multistage Tests

Journal of educational and behavioral statistics, 2020-08, Vol.45 (4), p.383-402

2020

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Generating group-level scores under response accuracy-time conditional dependence

Large-scale assessments in education, 2022-06, Vol.10 (1), p.1-19, Article 4

2022

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Assessment of fit of item response theory models used in large-scale educational survey assessments

Large-scale assessments in education, 2016-12, Vol.4 (1), p.1-23, Article 10

2016

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Impact of Scoring Instructions, Timing, and Feedback on Measurement: An Experimental Study

The Journal of experimental education, 2022-04, Vol.91 (3), p.576-598

2022

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Adjusted Residuals for Evaluating Conditional Independence in IRT Models for Multistage Adaptive Testing

Psychometrika, 2024-03, Vol.89 (1), p.317-346

2024

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Are There Gender Differences in How Students Write Their Essays? An Analysis of Writing Processes

Educational measurement, issues and practice, 2019-06, Vol.38 (2), p.14-26

2019

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A Generalized Speed–Accuracy Response Model for Dichotomous Items

Psychometrika, 2018-03, Vol.83 (1), p.109-131

2018

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A comparison of item response models for accuracy and speed of item responses with applications to adaptive testing

British journal of mathematical & statistical psychology, 2017-05, Vol.70 (2), p.317-345

2017

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Assessing Source Evaluation Skills of Middle School Students Using Learning Progressions

Educational assessment, 2021-10, Vol.26 (4), p.213-240

2021

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Modeling Basic Writing Processes From Keystroke Logs

Journal of educational measurement, 2018-06, Vol.55 (2), p.194-216

2018

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Multidimensional Test Assembly Using Mixed-Integer Linear Programming: An Application of Kullback–Leibler Information

Applied psychological measurement, 2020-01, Vol.44 (1), p.17-32

2020

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How Do Proficient and Less Proficient Students Differ in Their Composition Processes?

Educational assessment, 2020-07, Vol.25 (3), p.198-217

2020

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Scenario-Based Assessments in Writing: An Experimental Study

Educational assessment, 2019-04, Vol.24 (2), p.73-90

2019

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Evaluating Statistical Targets for Assembling Parallel Mixed-Format Test Forms

Journal of educational measurement, 2017-06, Vol.54 (2), p.218-242

2017

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An Evaluation of Different Statistical Targets for Assembling Parallel Forms in Item Response Theory

Applied psychological measurement, 2016-05, Vol.40 (3), p.163-179

2016

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Empirical recovery of argumentation learning progressions in scenario-based assessments of English language arts

Psicología educativa (Madrid), 2014-12, Vol.20 (2), p.109-115

2014

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Optimizing Multistage Adaptive Testing Designs for Large-Scale Survey Assessments

Quantitative Psychology, 2023, Vol.422, p.335-345

2023

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GDINA and CDM Packages in R

Measurement (Mahwah, N.J.), 2018-01, Vol.16 (1), p.71-77

2018

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A cycle for validating a learning progression illustrated with an example from the concept of function

The Journal of mathematical behavior, 2021-06, Vol.62, p.100836, Article 100836

2021

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The finite-to-finite strand of a learning progression for the concept of function: A research synthesis and cognitive analysis

The Journal of mathematical behavior, 2021-06, Vol.62, p.100864, Article 100864

2021

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A Speed-Accuracy Response Model with Conditional Dependence Between Items

Quantitative Psychology, 2023, Vol.422, p.119-126

2023

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New Developments in Quantitative Psychology: Presentations from the 77th Annual Psychometric Society Meeting

1, 2014

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SARM: A Computer Program for Estimating Speed‐Accuracy Response Models for Dichotomous Items

ETS research report series, 2018-12, Vol.2018 (1), p.1-18

2018

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From Cognitive-Domain Theory to Assessment Practice

Assessing Fit of the Lognormal Model for Response Times

IRT and MIRT Models for Item Parameter Estimation With Multidimensional Multistage Tests

Generating group-level scores under response accuracy-time conditional dependence

Assessment of fit of item response theory models used in large-scale educational survey assessments

Impact of Scoring Instructions, Timing, and Feedback on Measurement: An Experimental Study

Adjusted Residuals for Evaluating Conditional Independence in IRT Models for Multistage Adaptive Testing

Are There Gender Differences in How Students Write Their Essays? An Analysis of Writing Processes

A Generalized Speed–Accuracy Response Model for Dichotomous Items

A comparison of item response models for accuracy and speed of item responses with applications to adaptive testing

Assessing Source Evaluation Skills of Middle School Students Using Learning Progressions

Modeling Basic Writing Processes From Keystroke Logs

Multidimensional Test Assembly Using Mixed-Integer Linear Programming: An Application of Kullback–Leibler Information

How Do Proficient and Less Proficient Students Differ in Their Composition Processes?

Scenario-Based Assessments in Writing: An Experimental Study

Evaluating Statistical Targets for Assembling Parallel Mixed-Format Test Forms

An Evaluation of Different Statistical Targets for Assembling Parallel Forms in Item Response Theory

Empirical recovery of argumentation learning progressions in scenario-based assessments of English language arts

Optimizing Multistage Adaptive Testing Designs for Large-Scale Survey Assessments

GDINA and CDM Packages in R

A cycle for validating a learning progression illustrated with an example from the concept of function

The finite-to-finite strand of a learning progression for the concept of function: A research synthesis and cognitive analysis

A Speed-Accuracy Response Model with Conditional Dependence Between Items

New Developments in Quantitative Psychology: Presentations from the 77th Annual Psychometric Society Meeting

SARM: A Computer Program for Estimating Speed‐Accuracy Response Models for Dichotomous Items

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