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A Critical View on the NEAT Equating Design: Statistical Modeling and Identifiability Problems

Journal of educational and behavioral statistics, 2022-08, Vol.47 (4), p.406-437

2022

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The Use of an Identifiability-Based Strategy for the Interpretation of Parameters in the 1PL-G and Rasch Models

Psychometrika, 2019-06, Vol.84 (2), p.511-528

2019

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Teaching in a Digital Environment (TIDE): Defining and measuring teachers' capacity to develop students' digital information and communication skills

Computers and education, 2018-06, Vol.121, p.162-174

2018

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Identification of the 1PL Model with Guessing Parameter: Parametric and Semi-parametric Results

Psychometrika, 2013-04, Vol.78 (2), p.341-379

2013

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An Acceptability Study Of A Personal Portable Device Storing Critical Health Information To Ensure Treatment Continuity Of Home-Dwelling Older Adults In Case Of A Disaster

Patient preference and adherence, 2019-01, Vol.13, p.1941-1949

2019

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On the Bayesian Nonparametric Generalization of IRT-Type Models

Psychometrika, 2011-07, Vol.76 (3), p.385-409

2011

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Voucher system and school effectiveness: Reassessing school performance difference and parental choice decision-making

Estudios de economia, 2012-12, Vol.39 (2), p.123-141

2012

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Assessment of 21st century ICT skills in Chile: Test design and results from high school level students

Computers and education, 2012-11, Vol.59 (3), p.1042-1053

2012

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Comparing marginal effects of Chilean students' economic, social and cultural status on digital versus reading and mathematics performance

Computers and education, 2015-03, Vol.82, p.1-10

2015

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Understanding factors related to Chilean students' digital skills: A mixed methods analysis

Computers and education, 2015-10, Vol.88, p.387-398

2015

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Linear mixed models with skew-elliptical distributions: A Bayesian approach

Computational statistics & data analysis, 2008-07, Vol.52 (11), p.5033-5045

2008

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On the Unidentifiability of the Fixed-Effects 3PL Model

Psychometrika, 2015-06, Vol.80 (2), p.450-467

2015

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Executive function in Chilean preschool children: Do short-term memory, working memory, and response inhibition contribute differentially to early academic skills?

Early childhood research quarterly, 2019-01, Vol.46, p.187-200

2019

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Exploring complete school effectiveness via quantile value added

Journal of the Royal Statistical Society. Series A, Statistics in society, 2017-01, Vol.180 (1), p.315-340

2017

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Erratum to: On the Unidentifiability of the Fixed-Effects 3PL Model

Psychometrika, 2015-12, Vol.80 (4), p.1146-1146

2015

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Assessment of argumentative writing and critical thinking in higher education: Educational correlates and gender differences

Learning and individual differences, 2013-12, Vol.28, p.193-203

2013

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On the impact of missing outcomes in linear regression

Chilean journal of statistics, 2023-06

2023

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Prácticas pedagógicas para la enseñanza de la lectura inicial: un estudio en el contexto de la evaluación docente chilena

Psykhe, 2014-11, Vol.23 (2), p.1-13

2014

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Measuring the relation between computer use and reading literacy in the presence of endogeneity

Computers and education, 2015-01, Vol.80, p.176-186

2015

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Identifiability of structural characteristics: How relevant is it for the Bayesian approach?

Brazilian journal of probability and statistics, 2018-05, Vol.32 (2), p.346-373

San Martín, Ernesto

2018

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School System Evaluation by Value Added Analysis Under Endogeneity

Psychometrika, 2014, Vol.79 (1), p.130-153

2014

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Identification of parametric Rasch-type models

Journal of statistical planning and inference, 2013-01, Vol.143 (1), p.116-130

2013

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Higher Education Value Added Using Multiple Outcomes

Journal of educational measurement, 2016, Vol.53 (3), p.368-400

2016

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Value added in hierarchical linear mixed models with error in variables

Communications in statistics. Theory and methods, 2023-11, Vol.52 (22), p.7984-8001

2023

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Se puede afirmar que la ciencia une y la religion divide?

Boletín científico Sapiens Research, 2016-01, Vol.6 (1), p.14-20

2016

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A Critical View on the NEAT Equating Design: Statistical Modeling and Identifiability Problems

The Use of an Identifiability-Based Strategy for the Interpretation of Parameters in the 1PL-G and Rasch Models

Teaching in a Digital Environment (TIDE): Defining and measuring teachers' capacity to develop students' digital information and communication skills

Identification of the 1PL Model with Guessing Parameter: Parametric and Semi-parametric Results

An Acceptability Study Of A Personal Portable Device Storing Critical Health Information To Ensure Treatment Continuity Of Home-Dwelling Older Adults In Case Of A Disaster

On the Bayesian Nonparametric Generalization of IRT-Type Models

Voucher system and school effectiveness: Reassessing school performance difference and parental choice decision-making

Assessment of 21st century ICT skills in Chile: Test design and results from high school level students

Comparing marginal effects of Chilean students' economic, social and cultural status on digital versus reading and mathematics performance

Understanding factors related to Chilean students' digital skills: A mixed methods analysis

Linear mixed models with skew-elliptical distributions: A Bayesian approach

On the Unidentifiability of the Fixed-Effects 3PL Model

Executive function in Chilean preschool children: Do short-term memory, working memory, and response inhibition contribute differentially to early academic skills?

Exploring complete school effectiveness via quantile value added

Erratum to: On the Unidentifiability of the Fixed-Effects 3PL Model

Assessment of argumentative writing and critical thinking in higher education: Educational correlates and gender differences

On the impact of missing outcomes in linear regression

Prácticas pedagógicas para la enseñanza de la lectura inicial: un estudio en el contexto de la evaluación docente chilena

Measuring the relation between computer use and reading literacy in the presence of endogeneity

Identifiability of structural characteristics: How relevant is it for the Bayesian approach?

School System Evaluation by Value Added Analysis Under Endogeneity

Identification of parametric Rasch-type models

Higher Education Value Added Using Multiple Outcomes

Value added in hierarchical linear mixed models with error in variables

Se puede afirmar que la ciencia une y la religion divide?

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