| Challenges to the Cattell-Horn-Carroll Theory: Empirical, Clinical, and Policy Implications |
10 |
| Developing an automated writing placement system for ESL learners |
4 |
| Prediction of Essay Scores From Writing Process and Product Features Using Data Mining Methods |
4 |
| Response Time Differences Between Computers and Tablets |
4 |
| The Comparability of Scores from Different Digital Devices: A Literature Review and Synthesis with Recommendations for Practice |
3 |
| The Effects of Effort Monitoring With Proctor Notification on Test-Taking Engagement, Test Performance, and Validity |
3 |
| The Achievement Gap or the Engagement Gap?Investigating the Sensitivity of Gaps Estimates to Test Motivation |
3 |
| The effectiveness of machine score-ability ratings in predicting automated scoring performance |
3 |
| Learning progressions as tools for assessment and learning |
3 |
| Deconstructing CHC |
2 |
| Exploring the learning progression-formative assessment hypothesis |
2 |
| An argument for formative assessment with science learning progressions |
2 |
| Where are we now? Learning progressions and formative assessment |
2 |
| Designing, evaluating, and deploying automated scoring systems with validity in mind: Methodological design decisions |
2 |
| Improving the Predictive Validity of Reading Comprehension Using Response Times of Correct Item Responses |
2 |
| An Information-Based Approach to Identifying Rapid-Guessing Thresholds |
2 |
| Regression Effects in Angoff Ratings: Examples from Credentialing Exams |
2 |
| An Exploratory Analysis of Differential Item Functioning and Its Possible Sources in a Higher Education Admissions Context |
1 |
| Focusing on Interactions Between Content and Cognition: A New Perspective on Gender Differences in Mathematical Sub-Competencies |
1 |
| Foundations of formative assessment: Introducing a learning progression to guide preservice physics teachers' video-based interpretation of student thinking |
1 |
| Teachers' use of learning progression-based formative assessment in water instruction |
1 |
| Exploring alignment among learning progressions, teacher-designed formative assessment tasks, and student growth: Results of a four-year study |
1 |
| Appraising the scoring performance of automated essay scoring systemsSome additional considerations: Which essays? Which human raters? Which scores? |
1 |
| Validating human and automated scoring of essays against True scores |
1 |
| Argument-Based Validation in Practice: Examples From Mathematics Education |
1 |
| A Validation Argument From Soup to Nuts: Assessing Progress on Learning Trajectories for Middle-School Mathematics |
1 |
| Trends in Performance and Growth by Students With and Without Disabilities on Five State Summative Assessments |
1 |
| Applying a Thurstonian, Two-Stage Method in the Standardized Assessment of Writing |
1 |
| Dynamic Bayesian Networks in Educational Measurement: Reviewing and Advancing the State of the Field |
1 |
| Metrics for Students' Soft Skills |
1 |
| Classification Consistency and Accuracy for Mixed-Format Tests |
1 |
| Identifying Disengaged Survey Responses: New Evidence Using Response Time Metadata |
1 |
| A Comparison of Estimation Techniques for IRT Models With Small Samples |
1 |
| Measuring the Reliability of Diagnostic Mastery Classifications at Multiple Levels of Reporting |
1 |
| Application of IRT Fixed Parameter Calibration to Multiple-Group Test Data |
1 |
| Using Constrained Optimization to Increase the Representation of Students from Low-Income Neighborhoods |
1 |
| Are Multiple-choice Items Too Fat? |
1 |
| Differential Item Functioning for Accommodated Students with Disabilities: Effect of Differences in Proficiency Distributions |
0 |
| Negative Keying Effects in the Factor Structure of TIMSS 2011 Motivation Scales and Associations with Reading Achievement |
0 |
| Effects of Item Modifications on Test Accessibility for Persistently Low-Performing Students with Disabilities |
0 |
| Partial Credit in Answer-Until-Correct Multiple-Choice Tests Deployed in a Classroom Setting |
0 |
| Examining How Professional Roles and Test Development Experiences Impact Angoff Ratings |
0 |
| Prescribing Structure for Validation Arguments: Elemental, Structural, and Ecological Validity |
0 |
| Integrating Validation Arguments With the Assessment Triangle: A Framework for Operationalizing and Instantiating Validation |
0 |
| Comparison of Two Approaches to Interpretive Use Arguments |
0 |
| Establishing a crosswalk between the Common European Framework for Languages (CEFR) and writing domains scored by automated essay scoring |
0 |
| Critically Reflecting on the Origins, Evolution, and Impact of the Cattell-Horn-Carroll (CHC) Model |
0 |
| Empirical Considerations on Intelligence Testing and Models of Intelligence: Updates for Educational Measurement Professionals |
0 |
| The One and the Many: Enduring Legacies of Spearman and Thurstone on Intelligence Test Score Interpretation |
0 |
| Item Parameter Drift in a Time-Varying Predictor |
0 |
