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.
Cognitive Analysis of a Science Performance Assessment
- Gail P. Baxter, Anastasia D. Elder, and Robert Glaser
An Analysis of Parent Opinions and Changes in Opinions Regarding Standardized Tests, Teacher’s Information, and Performance Assessment
- Lorrie A. Shepard and Carribeth L. Bliem
How “Messing About” With Performance Assessment in Mathematics Affects What Happens in Classrooms
- Roberta J. Flexer, Kate Cumbo, Hilda Borko, Vicky Mayfield, and Scott F. Marion
"How Does My Teacher Know What I Know?": Third Graders’ Perceptions of Math, Reading, and Assessment
- Kathryn H. Davinroy, Carribeth L. Bliem, and Vicky Mayfield
Effects of Introducing Classroom Performance Assessments on Student Learning
- Lorrie A. Shepard, Roberta J. Flexer, Elfrieda H. Hiebert, Scott F. Marion, Vicky Mayfield, and Timothy J. Weston
Mapping Test Items to the 1992 NAEP Mathematics Achievement Level Descriptions: Mathematics Educators’ Interpretations and Their Relationship to Student Performance
- Brenda Sugrue, John Novak, Leigh Burstein, Elizabeth Lewis, Daniel M. Koretz, and Robert L. Linn
Generalizability of New Standards Project 1993 Pilot Study Tasks in Mathematics
- Robert L. Linn, Elizabeth Burton, Lizanne DeStefano, and Matthew Hanson
A First Look: Are Claims for Alternative Assessment Holding Up?
- Joan L. Herman, Davina C. D. Klein, Tamela M. Heath, and Sara T. Wakai
Performance-Based Assessment for Accountability Purposes: Taking the Plunge and Assessing the Consequences
- Leigh Burstein
Toward the Instructional Utility of Large-Scale Writing Assessment: Validation of a New Narrative Rubric
- Maryl Gearhart, Joan L. Herman, John R. Novak, Shelby A. Wolf, and Jamal Abedi
On Concept Maps as Potential “Authentic” Assessments in Science
- Richard J. Shavelson, Heather Lang, and Bridget Lewin
Specifications for the Design of Problem-Solving Assessments in Science
- Brenda Sugrue
Group Collaboration in Assessment: Competing Objectives, Processes, and Outcomes
- Noreen Webb
The Evolution of a Portfolio Program: The Impact and Quality of the Vermont Program in Its Second Year (1992-93)
- Daniel Koretz, Brian Stecher, Stephen Klein and Daniel McCaffrey
A Conceptual Framework for Analyzing the Costs of Alternative Assessment
- Lawrence O. Picus
Economic Analysis of Testing: Competency, Certification, and “Authentic” Assessments
- James S. Catterall and Lynn Winters
Analysis of Cognitive Demand in Selected Alternative Science Assessments
- Gail P. Baxter, Robert Glaser, and Kalyani Raghavan
Measurement-Driven Reform: Research on Policy, Practice, Repercussion
- Audrey J. Noble and Mary Lee Smith
What Happens When the Test Mandate Changes? Results of a Multiple Case Study
- Mary Lee Smith, Audrey J. Noble, Marilyn Cabay, Walt Heinecke, M. Susan Junker, and Yvonne Saffron
Assessment, Testing, and Instruction: Retrospect and Prospect
- Robert Glaser and Edward Silver
Policymakers’ Views of Student Assessment
- Lorraine M. McDonnell
Engaging Teachers in Assessment of Their Students’ Narrative Writing: Impact on Teachers’ Knowledge and Practice
- Maryl Gearhart, Shelby A. Wolf, Bette Burkey, and Andrea K. Whittaker
Test Theory Reconceived
- Robert J. Mislevy
Linking Statewide Tests to the National Assessment of Educational Progress: Stability of Results
- Robert L. Linn and Vonda L. Kiplinger
Assessment Issues in the Validation of a Computer Simulation of Negotiation Skills
- Harold F. O'Neil Jr., Keith Allred, and Robert Dennis
Old and New Beliefs About Measurement-Driven Reform: "The More Things Change, the More They Stay the Same"
- Audrey J. Noble and Mary Lee Smith
Assessment, Equity, and Diversity in Reforming America’s Schools
- Linda F. Winfield and Michael D. Woodard
Comparability Across Assessments: Lessons From the Use of Moderation Procedures in England
- Elizabeth Burton and Robert L. Linn
Writing What You Read: Assessment as a Learning Event
- Shelby Wolf and Maryl Gearhart
Can Portfolios Assess Student Performance and Influence Instruction? The 1991-92 Vermont Experience
- Daniel Koretz, Brian Stecher, Stephen Klein, Daniel McCaffrey and Edward Deibert
Interim Report: The Reliability of Vermont Portfolio Scores in the 1992-93 School Year
- Daniel Koretz, Stephen Klein, Daniel McCaffrey and Brian Stecher
Cross-scorer and Cross-method Comparability and Distribution of Judgments of Student Math, Reading, and Writing Performance: Results From the New Standards Project Big Sky Scoring Conference
- Lauren Resnick, Daniel Resnick and Lizanne DeStefano