Publications
Our published research spans decades
Explore the breadth and depth of our research legacy, spanning over half a century. Use the search bar to navigate through our vast collection, enabling you to pinpoint specific topics, authors, or keywords of interest.
Analysis of Reading Skills Development From Kindergarten Through First Grade: An Application of Growth Mixture Modeling to Sequential Processes
- Bengt Muthen, Siek-Toon Khoo, David Francis and Christy Kim Boscardin
Alternative Approaches to Scoring: The Effects of Using Different Scoring Methods on the Validity of Scores From a Performance Asessment
- Kristie Waltman, Andrea Kahn and Gina Koency
Inclusion of Limited-English-Proficient Students in Rhode Island’s Grade 4 Mathematics Performance Assessment
- Lorrie Shepard, Grace Taylor and Damian Betebenner
Problem Choice by Test Takers: Implications for Comparability and Construct Validity
- Robert L. Linn, Damian W. Betebenner, and Kerry S. Wheeler
A Cognitive Task Analysis, With Implications for Designing a Simulation-Based Performance Assessment
- Robert J. Mislevy, Linda S. Steinberg, F. Jay Breyer, Russell G. Almond, and Lynn Johnson
Exploring Differential Item Functioning on Science Achievement Tests
- Laura S. Hamilton and Richard E. Snow
The Interchangeability of Assessment Methods in Science
- Brenda Sugrue, Noreen Webb and Jonah Schlackman
Instructional Validity, Opportunity to Learn and Equity: New Standards Examinations for the California Mathematics Renaissance
- Bokhee Yoon and Lauren B. Resnick
A Note on Knowledge-Based Model Construction in Educational Assessment
- Robert J. Mislevy, Russell G. Almond, and Linda Steinberg
Impact of Selected Background Variables on Students’ NAEP Math Performance
- Jamal Abedi, Carol Lord and Carolyn Hofstetter
Assessing Student Achievement: Search for Validity and Balance
- Anne Lewis
Quantifying the Characteristics of Knowledge Structure Representations: A Lattice-Theoretic Framework
- Michael James Young
The Effects of Standards-Based Assessment on Classroom Practices: Results of the 1996-97 RAND Survey of Kentucky Teachers of Mathematics and Writing
- Brian M. Stecher, Sheila Barron, Tessa Kaganoff, and Joy Goodwin
The Use of Piecewise Growth Models in Evaluations of Interventions
- Michael Seltzer and Martin Svartberg
Principals’ Views of Mathematics Standards, Frameworks, and Assessment in a Context of Reform
- Maryl Gearhart
Does Adaptive Testing Violate Local Independence?
- Robert J. Mislevy and Hua-Hua Chang
Estimating the Consistency and Accuracy of Classifications in a Standards-Referenced Assessment
- Michael James Young and Bokhee Yoon
An Exploration of Selected Conative Constructs and Their Relation to Science Learning
- Douglas N. Jackson III
I’ve Seen This Before? The Effects of Self-Monitoring and Multiple Context Instruction on Knowledge Representation and Transfer Among Middle School Students
- Davina C. D. Klein
A Cognitive Demands Analysis of Innovative Technologies
- Davina C. D. Klein, Harold F. O'Neil Jr., and Eva L. Baker
Alternative Assessment Programs: What Are the True Costs? An Analysis of the Total Costs of Assessment in Kentucky and Vermont
- Lawrence O. Picus and Alisha Tralli
Standards-Based Accountability – Ten Suggestions
- Robert L. Linn
Model-Based Performance Assessment
- Eva L. Baker
Teachers’ Shifting Assessment Practices in the Context of Educational Reform in Mathematics
- Geoffrey B. Saxe, Megan L. Franke, Maryl Gearhart, Sharon Howard, and Michele Crockett
Assessing Program Effects in the Presence of Treatment-Baseline Interactions: A Latent Curve Approach
- Siek-Toon Khoo and Bengt Muthen
Test Specifications for Problem-Solving Assessment
- Harold F. O'Neil Jr. and John Schacter
Improving the Equity and Validity of Assessment-Based Information Systems
- Zenaida Aguirre-Muñoz and Eva L. Baker
Methodological Approaches to Online Scoring of Essays
- Gregory K. W. K. Chung and Harold F. O'Neil Jr.
Feasibility of Machine Scoring of Concept Maps
- Harold F. O'Neil Jr. and Davina C. D. Klein
Year 1 Technology Studies: Implications for Technology in Assessment
- Gregory K. W. K. Chung and Eva L. Baker
An Approach to Analyzing the Cognitive Complexity of Science Performance Assessments
- Gail P. Baxter and Robert Glaser
Insights Gained From a Classroom-Based Assessment Project
- Lorrie A. Shepard