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.

January 2, 2004

Specifying and Refining a Measurement Model for a Simulation-Based Assessment

Roy Levy and Robert J. Mislevy

January 1, 2004

Using Hierarchical Growth Models to Monitor School Performance Over Time: Comparing NCE to Scale Score Results

Pete Goldschmidt, Kilchan Choi and Felipe Martinez

December 3, 2003

Systemic Strategies to Improve Low-Performing Schools—Lessons from First-Generation Accountability Systems

Heinrich Mintrop and Rosie Papazian

December 2, 2003

A Four-Process Architecture for Assessment Delivery, With Connections to Assessment Design

Russell G. Almond, Linda Steinberg, and Robert J. Mislevy

December 1, 2003

Artifact Packages for Measuring Instructional Practice: A Pilot Study

Brian M. Stecher, Alicia Alonzo, Hilda Borko, Shannon Moncure, and Sherie McClam

October 5, 2003

Addressing Questions Concerning Equity in Longitudinal Studies of School Effectiveness and Accountability: Modeling Heterogeneity in Relationships Between Initial Status and Rates of Change

Kilchan Choi and Michael Seltzer

October 4, 2003

Changing University of California Admissions Practices: A Participant-Observer Perspective

Eva L. Baker

October 3, 2003

From Usable to Useful Assessment Knowledge: A Design Problem

Eva L. Baker

October 2, 2003

An Evidentiary Framework for Operationalizing Academic Language for Broad Application to K-12 Education: A Design Document

Alison L. Bailey and Frances A. Butler

October 1, 2003

Teachers’ Responses to High-Stakes Testing and the Validity of Gains: A Pilot Study

Daniel M. Koretz and Laura S. Hamilton

September 4, 2003

Effectiveness and Validity of Accommodations for English Language Learners in Large-Scale Assessments

Jamal Abedi, Mary Courtney and Seth Leon

September 3, 2003

Multiple Measures: Toward Tiered Systems

Eva L. Baker

September 2, 2003

An Adaptation of Stochastic Curtailment to Truncate Wald’s SPRT in Computerized Adaptive Testing

Matthew Finkelman

September 1, 2003

Argument Substance and Argument Structure in Educational Assessment

Robert J. Mislevy

August 1, 2003

Evaluating New Approaches to Assessing Learning

Richard Shavelson, Maria Araceli Ruiz-Primo, Min Li and Carlos Cuauhtemoc Ayala

July 2, 2003

Teachers’ Assignments and Student Work: Opening a Window on Classroom Practice

Lindsay Clare Matsumura and Jenny Pascal

Our published research spans decades

Specifying and Refining a Measurement Model for a Simulation-Based Assessment

Using Hierarchical Growth Models to Monitor School Performance Over Time: Comparing NCE to Scale Score Results

Systemic Strategies to Improve Low-Performing Schools—Lessons from First-Generation Accountability Systems

A Four-Process Architecture for Assessment Delivery, With Connections to Assessment Design

Artifact Packages for Measuring Instructional Practice: A Pilot Study

Addressing Questions Concerning Equity in Longitudinal Studies of School Effectiveness and Accountability: Modeling Heterogeneity in Relationships Between Initial Status and Rates of Change

Changing University of California Admissions Practices: A Participant-Observer Perspective

From Usable to Useful Assessment Knowledge: A Design Problem

An Evidentiary Framework for Operationalizing Academic Language for Broad Application to K-12 Education: A Design Document

Teachers’ Responses to High-Stakes Testing and the Validity of Gains: A Pilot Study

Effectiveness and Validity of Accommodations for English Language Learners in Large-Scale Assessments

Multiple Measures: Toward Tiered Systems

An Adaptation of Stochastic Curtailment to Truncate Wald’s SPRT in Computerized Adaptive Testing

Argument Substance and Argument Structure in Educational Assessment

Evaluating New Approaches to Assessing Learning

Teachers’ Assignments and Student Work: Opening a Window on Classroom Practice

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