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.

August 2, 2010

A Bayesian Network Approach to Modeling Learning Progressions and Task Performance

Patti West, Daisy Wise Rutstein, Robert J. Mislevy, Junhui Liu, Younyoung Choi, Roy Levy, Aaron Crawford, Kristen E. DiCerbo, Kristina Chappel, and John T. Behrens

August 2, 2010

Automated Assessment of Complex Task Performance in Games and Simulations

Markus R. Iseli, Alan D. Koenig, John J. Lee, and Richard Wainess

July 2, 2010

Validity Evidence for Games as Assessment Environments

Girlie C. Delacruz, Gregory K. W. K. Chung, and Eva L. Baker

July 1, 2010

What Probably Works in Alternative Assessment

Eva L. Baker

June 2, 2010

A Conceptual Framework for Assessing Performance in Games and Simulations

Alan D. Koenig, John J. Lee, Markus Iseli, and Richard Wainess

June 1, 2010

Capturing Quality in Formative Assessment Practice: Measurement Challenges

Joan L. Herman, Ellen Osmundson, and David Silver

April 1, 2010

Improving the Validity of English Language Learner Assessment Systems

Mikyung Kim Wolf, Joan L. Herman, and Ronald Dietel

March 2, 2010

Examining Practices of Staff Recruitment and Retention in Four High-Functioning Afterschool Programs: Extended Study from the National Afterschool Partnership Report

Denise Huang, Jamie Cho, Hannah H. Nam, Deborah La Torre, Christine Oh, Aletha Harven, Lindsay Perez Huber, Zena Rudo, and Sarah Caverly

March 1, 2010

What Works? Common Practices in High Functioning Afterschool Programs Across the Nation in Math, Reading, Science, Arts, Technology, and Homework–A Study by the National Partnership. The Afterschool Program Assessment Guide.

Denise Huang, Jamie Cho, Sima Mostafavi, Hannah H. Nam, Christine Oh, Aletha Harven, and Seth Leon

January 1, 2010

Measuring Opportunity to Learn and Academic Language Exposure for English Language Learners in Elementary Science Classrooms

José Felipe Martínez, Alison L. Bailey, Deirdre Kerr, Becky H. Huang, and Stacey Beauregard

November 3, 2009

Examining the Effectiveness and Validity of Glossary and Read-Aloud Accommodations for English Language Learners in a Math Assessment

Mikyung Kim Wolf, Jinok Kim, Jenny C. Kao, and Nichole M. Rivera

November 2, 2009

Our published research spans decades

A Bayesian Network Approach to Modeling Learning Progressions and Task Performance

Automated Assessment of Complex Task Performance in Games and Simulations

Validity Evidence for Games as Assessment Environments

What Probably Works in Alternative Assessment

A Conceptual Framework for Assessing Performance in Games and Simulations

Capturing Quality in Formative Assessment Practice: Measurement Challenges

Improving the Validity of English Language Learner Assessment Systems

Examining Practices of Staff Recruitment and Retention in Four High-Functioning Afterschool Programs: Extended Study from the National Afterschool Partnership Report

What Works? Common Practices in High Functioning Afterschool Programs Across the Nation in Math, Reading, Science, Arts, Technology, and Homework–A Study by the National Partnership. The Afterschool Program Assessment Guide.

Measuring Opportunity to Learn and Academic Language Exposure for English Language Learners in Elementary Science Classrooms

Examining the Effectiveness and Validity of Glossary and Read-Aloud Accommodations for English Language Learners in a Math Assessment

Connecting Policy to Practice: Accommodations in States’ Large-Scale Math Assessments for English Language Learners

A Three-State Study of English Learner Progress

Moving to the Next Generation of Standards for Science: Building on Recent Practices

Using Classroom Artifacts to Measure the Efficacy of Professional Development

Third Year Report: Evaluation of the Artful Learning Program

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