Man

Mark Wilson

Professor

University of California

Berkeley, Estados Unidos

Líneas de Investigación


Mark Wilson's interests focus on measurement and applied statistics. His work spans a range of issues in measurement and assessment from the development of new statistical models for analyzing measurement data, to the development of new assessments i

Educación

  •  Educational Measurement & Educational Statistics, UNIVERSITY OF CHICAGO. Estados Unidos, 1984
  •  Educational Statistics and Measurement, UNIVERSITY OF MELBOURNE. Australia, 1981
  •  Statistics, UNIVERSITY OF MELBOURNE. Australia, 1981

Experiencia Académica

  •   Professor Other

    UNIVERSITY OF MELBOURNE

    Melbourne Graduate School of Education

    Melbourne, Australia

    2015 - At present

  •   Professor Full Time

    UNIVERSITY OF CALIFORNIA-BERKELEY

    Berkeley, Estados Unidos

    1995 - At present

  •   Associate Dean for Student Affairs and Head Graduate Advisor Full Time

    UNIVERSITY OF CALIFORNIA-BERKELEY

    Graduate School of Education

    Berkeley, Estados Unidos

    1994 - 1996

  •   Associate Professor Full Time

    UNIVERSITY OF CALIFORNIA-BERKELEY

    Graduate School of Education

    Berkeley, Estados Unidos

    1993 - 1995

  •   Assistant Professor Full Time

    UNIVERSITY OF CALIFORNIA-BERKELEY

    Berkeley, Chile

    1989 - 1993

  •   Visiting Assistant Professor Full Time

    UNIVERSITY OF CALIFORNIA-BERKELEY

    Graduate School of Education

    Berkeley, Chile

    1986 - 1989

  •   Assistant Professor Full Time

    LOUISIANA STATE UNIVERSITY

    College of Education

    Baton Rouge, Chile

    1986 - 1986

Experiencia Profesional

  •   Senior Research Officer Full Time

    Australian Council for Educational Research

    Australia

    1984 - 1985

  •   Research Officer Full Time

    Australian Council for Educational Research

    Chile

    1979 - 1981

  •   Grade 5 teacher Full Time

    Yarraville West Primary School

    Chile

    1977 - 1978

Premios y Distinciones

  •   Bob Linn Distinguished Address Award,

    American Educational Research Association, Division D

    Estados Unidos, 2018

    Bob Linn Distinguished Address Award, American Educational Research Association, Division D, 2017-18.

  •   Convenor

    UNIVERSITY OF CALIFORNIA-BERKELEY

    Estados Unidos, 2016

    Convenor. 2016 IMEKO TC1–TC7–TC13 Joint Symposium: Metrology Across the Sciences: Wishful Thinking? Berkeley, CA, August 2016.

  •   President

    National Council for Measurement in Education

    Estados Unidos, 2017

    President, US National Council for Measurement in Education (NCME), April 2016 (Vice-President, April 2015; Past President, 2017).

  •   Career Achievement Award

    California Educational Research Association

    Estados Unidos, 2015

    Career Achievement Award, California Educational Research Association, December 2015.

  •   Fellow

    American Educational Research Association

    Estados Unidos, 2012

    Fellow, American Educational Research Association, April 2012.

  •   National Associate

    National Research Council of the National Academies

    Estados Unidos, 2011

    National Associate, National Research Council of the National Academies, November 2011.

  •   President

    Psychometric Society

    Estados Unidos, 2011

    President, Psychometric Society (2011-12).

  •   Member

    National Academy of Education

    Estados Unidos, 2011

    Member, National Academy of Education, April 2011.

  •   Frank B. Womer Lecture

    UNIVERSITY OF MICHIGAN

    Estados Unidos, 2011

    Frank B. Womer Lecture, University of Michigan, School of Education, March 2011.

  •   William Angoff Memorial Lecture

    Educational Testing Service

    Estados Unidos, 2007

    William Angoff Memorial Lecture, Educational Testing Service, Princeton, NJ, May 2007.

  •   Fellow

    American Psychological Association

    Estados Unidos, 2006

    Fellow, Division 5 (Evaluation, Measurement and Statistics), American Psychological Association, 2006.

  •   Samuel J. Messick Memorial Lecture Award

    UNIVERSITY OF MELBOURNE

    Australia, 2006

    Samuel J. Messick Memorial Lecture Award, from TOEFL/ETS, at the Learning Testing Research Colloquium, University of Melbourne, June, 2006.

  •   Marc Perry Galler Prize for best dissertation

    UNIVERSITY OF CHICAGO

    Chile, 1984

    Marc Perry Galler Prize for best dissertation in 1984-85 in the Division of Social Sciences, University of Chicago.

  •   Rosenberger Award for best dissertation

    UNIVERSITY OF CHICAGO

    Chile, 1982

    Rosenberger Award for best dissertation in 1982-85 in the Department of Education, University of Chicago.


 

Article (126)

Exploring the item features of a science assessment with complex tasks
Using item response theory to describe the Nonverbal Literacy Assessment (NVLA)
A construct-modeling approach to develop a learning progression of how students understand the structure of matter
Assessing assessment literacy: An item response modeling approach for teacher educators
Learning in Digital Networks - ICT literacy: A novel assessment of students' 21st century skills
Mapping a Data Modeling and Statistical Reasoning Learning Progression using Unidimensional and Multidimensional Item Response Models
Modeling Data From Collaborative Assessments: Learning in Digital Interactive Social Networks
Quantities, Quantification, and the Necessary and Sufficient Conditions for Measurement
Random Item MIRID Modeling and Its Application
Structured Constructs Models Based on Change-Point Analysis
Assessing Academic Language in an Elementary Mathematics Teacher Licensure Exam
Assessment as a tool to Understand Students' Conceptions of the Structure of Matter
Assessment of learning in digital interactive social networks: A learning analytics approach
Exploring plausible causes of differential item functioning in the PISA science assessment: language, curriculum or culture
Incorporating Mobility in Growth Modeling for Multilevel and Longitudinal Item Response Data
On the philosophical foundations of psychological measurement
A structural framework across strongly and weakly defined measurements
Assessment of complex cognition: Commentary on the design and validation of assessments.
Investigating the function of content and argumentation items in a science test: A multidimensional approach
Metrological traceability in education: A practical online system for measuring and managing middle school mathematics instruction
Multidimensional Classification of Examinees Using the Mixture Random Weights Linear Logistic Test Model
Rethinking ICT literacy: From computer skills to social network settings
A Competence Model for Environmental Education
An introduction to the Rasch measurement approach for metrologists
Considerations for measuring learning progressions where the target learning is represented as a cycle
Examining the Internal Structure Evidence for the Performance Assessment for California Teachers: A Validation Study of the Elementary Literacy Teaching Event for Tier I Teacher Licensure
An investigation of the nature of the influences of item stem and option representation on student responses to a mathematics test
On the conceptual foundations of psychological measurement
Quantification is Neither Necessary Nor Sufficient for Measurement
Seeking a Balance Between the Statistical and Scientific Elements in Psychometrics
Some Comments on Representing Construct Levels in Psychometric Models
Using the concept of a measurement system to characterize measurement models used in psychometrics
Formulating latent growth using an explanatory item response model approach
An IRT modeling of change over time for repeated measures item response data using a random weights linear logistic test model approach
On the Relationship Between Differential Item Functioning and Item Difficulty: An Issue of Methods? Item Response Theory Approach to Differential Item Functioning
The Rasch Rating Model and the Disordered Threshold Controversy
The nature of assessment systems to support effective use of evidence through technology
A Model of Cognition: The Missing Cornerstone of Assessment
Efficiency of parameter estimation using Bayesian inference reliability of item response models [in Thai].
Explanatory Secondary Dimension Modeling of Latent Differential Item Functioning
Formulating the Rasch Differential Item Functioning Model Under the Marginal Maximum Likelihood Estimation Context and Its Comparison With Mantel-Haenszel Procedure in Short Test and Small Sample Conditions
Road maps for learning: A guide to the navigation of learning progressions
Understanding Rasch measurement: Selecting cut scores with a composite of item types: The Construct Mapping procedure
Validating a Learning Progression in Mathematical Functions for College Readiness
A Framework for Analyzing Scientific Reasoning in Assessments
Improving assessment evidence in e-learning products: Some solutions for reliability
The Evidence-Based Reasoning Framework: Assessing Scientific Reasoning
Articulating assessments across childhood: The cross-age validity of the Desired Results Developmental Profile- Revised
Concrete, abstract, formal and systematic operations as observed in a Piagetian balancebeam task series
Measuring pregnancy planning: An assessment of the London Measure of Unplanned Pregnancy among urban, south Indian women
Responding to Claims of Misrepresentation
Sources of self-efficacy belief: Development and validation of two scales
Unfair Treatment? The Case of Freedle, the SAT, and the Standardization Approach to Differential Item Functioning
Validation of the International Classification of Functioning Disability and Health framework using multidimensional item response modeling
A comparative analysis of the ratings in performance assessment using generalizability theory and many-facet Rasch measurement
Assessment from the ground up
Constructing one scale to describe two statewide exams
Gender differences and similarities in PISA 2003 mathematics: A comparison between the United States and Hong Kong
Gender Differences in Large-Scale Math Assessments: PISA Trend 2000 and 2003
Mapping Student Understanding in Chemistry: The Perspectives of Chemists
Measuring measuring: Toward a theory of proficiency with the constructing measures framework
Measuring Progressions: Assessment Structures Underlying a Learning Progression
Random parameter structure and the testlet model: Extension of the Rasch testlet model
A LLTM approach to the examination of teachers’ ratings of classroom assessments
A multidimensional Rasch analysis of gender differences in PISA mathematics
Assessing student understanding in and between courses for higher education: An example of an approach
Cognitive diagnosis using item response models
Adaptive technology for e-learning: Principles and case studies of an emerging field
Generalizability in item response modeling
Assessment to improve learning in higher education: The BEAR assessment system
Contrasting the expectations for student understanding of chemistry with levels achieved: A brief case-study of student nurses
Diagnostic assessment with ordered multiple-choice items
Does participation in an intervention affect responses on self-report questionnaires?
Evaluating the properties of a stage-specific self-efficacy scale for physical activity using classical test theory, confirmatory factor analysis and item response modeling
Improving measurement in behavioral sciences using item response modeling: introducing item response modeling
Improving measurement in health education and health behavior research using item response modeling: comparison with the classical test theory approach
Introducing equating methodologies to compare test scores from two different self-regulation scales
Introducing multidimensional item response modeling in health behavior and health education research
Modeling randomness in judging rating scales with a random-effects rating scale model
A conceptual and psychometric framework for distinguishing categories and dimensions
Assessment to improve learning in mathematics: The BEAR Assessment System
Exploring local item dependence using a random-effects facet model
Local item dependence for items across tests connected by common stimuli
The construct of internalization: Conceptualization, measurement, and prediction of smoking treatment outcome
The Rasch testlet model
Environmental knowledge and conservation behavior: exploring prevalence and structure in a representative sample
Goal-directed conservation behavior: the specific composition of a general performance
The LAAS: A computerized scoring system for smalland large-scale developmental assessments
An introduction to multidimensional measurement using Rasch models
Domain-general and domain-specific developmental assessments: do they measure the same thing?
On choosing a model for measuring
The “Saltus model” misunderstood
Real-time feedback on rater drift in constructed-response items: An example from the golden state examination
The rater bundle model
Assessing people's general ecological behavior: A cross-cultural measure
From principles to practice: An embedded assessment system
A theory of the measurement of knowledge content, access, and learning
An item response theory analysis of the Conners Teacher's Rating Scale
Measuring individual differences in change with Rasch models
Multilevel item response models: An approach to errors in variables regression
The multidimensional random coefficients multinomial logit model
Application of a Rasch analysis to the examination of the perception of facial affect among persons with mental retardation
Marginal maximum likelihood estimation for a psychometric model of discontinuous development
COMPLEX COMPOSITES - ISSUES THAT ARISE IN COMBINING DIFFERENT MODES OF ASSESSMENT
RASCH MODELS FOR ITEM BUNDLES
INTERRELATIONSHIPS AMONG STUDENTS STUDY ACTIVITIES, SELF-CONCEPT OF ACADEMIC ABILITY, AND ACHIEVEMENT AS A FUNCTION OF CHARACTERISTICS OF HIGH-SCHOOL BIOLOGY COURSES
Knowledge and the simultaneous conjoint measurement of activity, agents and situations
MARGINAL MAXIMUM-LIKELIHOOD-ESTIMATION FOR THE ORDERED PARTITION MODEL
THE PARTIAL CREDIT MODEL AND NULL CATEGORIES
Educational leverage from a political necessity: Implications of new perspectives on student assessment for Chapter 1 evaluation
THE ORDERED PARTITION MODEL - AN EXTENSION OF THE PARTIAL CREDIT MODEL
MEASURING A VANHIELE GEOMETRY SEQUENCE - A REANALYSIS
A COMPARISON OF DETERMINISTIC AND PROBABILISTIC APPROACHES TO MEASURING LEARNING STRUCTURES
An evaluation of Woodruff's technique for variance estimation in educational surveys
DESK-TOP LOGLINEAR MODELING
EMPIRICAL-EXAMINATION OF A LEARNING HIERARCHY USING AN ITEM RESPONSE THEORY MODEL
SALTUS - A PSYCHOMETRIC MODEL OF DISCONTINUITY IN COGNITIVE-DEVELOPMENT
DETECTING AND INTERPRETING LOCAL ITEM DEPENDENCE USING A FAMILY OF RASCH MODELS
INTERNAL CONSTRUCT-VALIDITY AND RELIABILITY OF A QUALITY OF SCHOOL LIFE INSTRUMENT ACROSS NATIONALITY AND SCHOOL LEVEL
MANY HANDS MAKE LIGHT WORK - INTEGRATING RESEARCH ON PRIMATE HANDEDNESS
Using the Partial Credit model to investigate responses to structured subtests
SPELLABILITY - A LINEARLY ORDERED CONTENT DOMAIN
The mediating effect of time-on-task on the academic anxiety/achievement interaction: A structural model.
The shape of development
Assessment of Learning in Digital Interactive Social Networks
Domain modeling for advanced learning environments: The BEAR Assessment System software (BASS)

BookReview (7)

Comments and Thoughts
Applying the Rasch Model: Fundamental Measurement in the Human Sciences.
Rasch models: Foundations, recent developments, and applications
Henry Felix Kaiser (1927-1992) [Obituary]
Statistical reasoning: What is the role of inferential rule training? (Comment on Fong and Nisbett)
Flunking grades: Research and policies on retention.
The limits to measurement: Review of S.H. Irvine & J.W. Berry, Human abilities in cultural context

BookSection (67)

ACER ConQuest
ICT Literacy - Learning in Digital Networks
Intersecting learning analytics and measurement science in the context of ICT literacy assessment
Introduction to Benjamin Wright and his contributions to measurement science
Learning in digital networks as a modern approach to ICT literacy
Things I learned from Ben.
Weaknesses of the traditional view of standard setting and a suggested alternative
Explanatory item response models: An approach to cognitive assessment
Explanatory Response Models
Learning analytics: Negotiating the intersection of measurement technology and information technology
Mixed-Coefficients Multinomial Logit Models
A General Saltus LLTM-R for Cognitive Assessments
Multidimensional explanatory item response modeling
Assessment of Learning in Digital Networks
Toward establishing a learning progression to support the development of statistical reasoning
A strategy for assessment of competencies in higher education: The BEAR Assessment System
Psychometrics
An explanative modeling approach to measurement of reading comprehension
Measurement principles for gaming
Methodological research in large-scale international assessments
Perspectives on methodological issues
Responding to a challenge that learning progressions pose to measurement practice: hypothesized links between dimensions of the outcome progression
The role of mathematical models in measurement: A perspective from psychometrics
Explanatory item response models: A brief introduction
Mixture models in a developmental context
Systems for state science assessment: Findings of the National Research Council’s Committee on Test Design for K–12 science achievement
Application of the Saltus model to stage-like data: Some applications and current developments
Using progress variables to map intellectual development
Analysis and comparison of automated scoring approaches: Addressing evidence-based assessment principles
Multidimensional item responses: Multimethod/multitrait perspectives. In S. Alagumalai, D. D. Curtis, & N. Hungi
Subscales and summary scales: Issues in health-related outcomes
A framework for item response models
A perspective on current trends in assessment and accountability: Degrees of coherence
Application of the polytomous saltus model to stage-like data
Assessment tools: Psychometric and statistical
Assessment, accountability and the classroom: A community of judgment
Descriptive and explanatory item response models
Some links between large-scale and classroom assessments: The case of the BEAR Assessment System
Cognitive psychology and assessment practices
Psychometric principles in student assessment
Reporting progress to parents and others: Beyond grades
A technique for setting standards and maintaining them over time
An examination of variation in rater severity over time: A study of rater drift
Interpreting the parameters of a multidimensional Rasch model
Relating the national science education standards to the Science Education for Public Understanding Program (SEPUP) assessment system
Partial credit in a developmental context: The case for adopting a mixture model approach
Rasch models for multidimensionality between and within items
The California comparability study.
Using the partial credit model to verify a theoretical model of academic studying
Comparing multiple-choice items and performance-based items using item response modeling
Formulating the Rasch model as a mixed coefficients multinomial logit.
Measuring learning in LISP: An application of the random coefficients multinomial logit model
A measurement model for a complex cognitive skill
Assessment nets: An alternative approach to assessment in mathematics achievement
Community of judgement: A teacher-centered approach to educational accountability
Comparing attitude across different cultures: Two quantitative approaches to construct validity
Sampling errors
Measurement models for new forms of assessment in mathematics education
Measuring changes in the quality of school life
Measuring learning strategies and understanding: A research framework
Measuring levels of mathematical understanding
Objective measurement: The state of the art.
Charting of student progress
Cognitive variation in adult college students differing in academic ability
Investigation of structured problem solving items
Measurement of developmental levels
The bootstrap

BookWhole (15)

Assessment and Teaching of 21st Century Skills, Volume 3 - Research and Applications
Psychological and social measurement: The career and contributions of Benjamin D. Wright
Developing Assessments for the Next Generation Science Standards. Report of the Committee on Developing Assessments of Science Proficiency in K-12
Advances in Rasch Measurement, Volume 2.
Advances in Rasch Measurement, Volume 1
Systems for state science assessment. Report of the Committee on Test Design for K-12 Science Achievement
Constructing Measures: An Item Response Modeling Approach
Explanatory item response models: A generalized linear and nonlinear approach
Towards coherence between classroom assessment and accountability. 103rd Yearbook of the National Society for the Study of Education, Part II
Objective measurement V: Theory into practice
Objective measurement IV: Theory into practice
Objective measurement III: Theory into practice
Objective measurement II: Theory into practice
Objective measurement: Theory into practice
Measurement across the sciences: Developing a shared concept system for measurement

ConferencePaper (236)

On the relationship between large-scale assessment and classroom assessment
A structured constructs model for continuous latent traits with discontinuity parameters
Generalization of the Desired Result Developmental Profile-School Readiness (DRDP-SR): A Validity Study for Dual Language Learners
Introduction to the concept of a structured constructs model (SCM)
Investigation of item properties of the carbon cycle test using the LLTM for polytomous items
A meta-structural understanding of measurement
A structured constructs model based on changepoint analysis
A Systems Approach to Developing a Learning Progression and Associated Instructional Units and Assessments
Measurement of young children's development using the Desired Results Developmental Profile
A process for determining Criterion Zone Boundaries for kindergarten readiness assessments
A trifactor model for multiple ratings data
Assessment tasks that measure three-dimensional learning
Comments on: Assessment in support of K-12 science learningse
The role of a statewide kindergarten assessment for teachers, administrators and a state education agency
Is psychological measurement possible?
Metrological traceability in education: A practical online system for measuring and managing middle school mathematics instruction
A comparison of measurement concepts across physical science and social science domains: Instrument design, calibration, and measurement
A utility-based validation study for the dimensionality of the performance assessment for California teachers
Assessing learning in digital networks: Perspectives from ATC21S
Constructing data modeling assessments from concepts and practices useful to students, teachers, policy-makers and assessment developers
Critical perspectives on NGSS and NGSA: Measurement
Human rater monitoring with automated scoring engines
Incorporating mobility for multilevel and repeated item response data
Investigation item properties using the LLTM for polytomous items
Multidimensional Rasch analysis of Indonesian students’ performance on PISA 2012
The philosophical foundations of psychological measurement
The Berkeley Assessment System Software: An application for facilitating teacher management of the assessment process
Validity evidence for the internal structure of the Performance Assessment for California Teachers’ Elementary Mathematics Teaching Event
A learning progression approach to understanding students’ conceptions of the structure of matter
Assessing assessing: An item response modeling approach
Challenges and opportunities of learning progressions for the psychometric ccommunity
Coding student responses: An iterative and construct-driven approach that uses multiple sources of data
Developing and validating a learningprogression- based assessment of the structure of matter
Evaluation of school effects using latent growth item response models
Exploring the validity of assessments of teaching practice in teacher education: A mixed- methods study
Measuring positive youth development in context with the Desired Results Developmental Profile - School Age
Relating psychometric approaches to measurement with the concepts of measurement system and the standard reference set
Unpacking the difficulty in assessing and responding to academic language aspects of the Performance Assessment for California Teachers
Validating the internal structure of the Performance Assessment for California Teachers (PACT): A Multidimensional Item Response Model Study
Validation of a learning progression in science: A latent class analysis approach
Validity evidence for the internal structure of the performance assessment for the California teachers’ Elementary Mathematics Teaching Event
A multidimensional model with internal factors for componential structure of data
Alternative specifications for structured construct models
An evaluation of the GLLAMM approach to generalizability in item response modeling
Analyzing the complex structure of a learning progression: Structured Construct Models
Assessing assessing; An item response approach
Assessment of learning in digital social networks
Diagnostic learning progressions framework—Developing a universally designed classroom assessment system that is inclusive of students with mathematics learning disabilities: Our First Pilot Study
DRDPtech: Desired Results Developmental Profile (DRDP) online assessment system
Evaluating practical implications of alternative latent structures: Consequences for interpretation
Exploring the relationship between forced-choices and constructed responses of mixed-format items using MIRT estimates
Measurement scales linked and equated across age-level assessments to span developmental trajectories from birth to kindergarten for multiple domains in early-childhood education: The Desired Results Development Profile (DRDP)
Predicting mathematics test item difficulties: Results of a preliminary study
Research studies supporting Desired Results Development Profile 2010 validity
Special education learning progressions in mathematics: An investigation using the BEAR Assessment System
What’s philosophy got to do with measuring?: On the disconnect between theory and practice in social science measurement
Analyzing the complex structure of a learning progression: Structured construct models. In E. Ayers (Chair) Measuring Learning Progression for Data Modeling: Psychometric Modeling and Issues
Assessing data modeling and statistical reasoning
Combining generalizability theory and item response theory using the GLLAMM framework
Developing an integrated assessment system in elementary teacher education (DIAS): Mathematics
Developing assessments of data modeling and mapping a learning progression
Developing assessments of data modeling: Construct maps as boundary objects
Diagnostic learning progressions framework: Developing a universally designed formative and summative classroom assessment system for students with mathematics learning disabilities
Linking dimensions in an outcome progression
Mapping a learning progression using unidimensional and multidimensional item response modeling. In E. Ayers (Chair) Measuring Learning Progression for Data Modeling: Psychometric Modeling and Issues
Mapping a learning progression using unidimensional and multidimensional item response models
Mixture extensions of the linear logistic test model (LLTM) using markov chain monte carlo (MCMC) estimation
Modeling links between dimensions of a learning progression using SEM
Pre-post analysis using a 2-dimensional IRT model.
21st-Century measurement for 21st-Century skills
A role for learning progressions in teacher education: The DIAS assessment system
A role for learning progressions in teacher education: The DIAS project
Analyzing scientific reasoning in assessments using construct modeling and the Evidence-Based Reasoning Framework
Discussant at a symposium on “Cognition and Valid Inferences about Student Achievement”
Examining student reasoning with bundle models in criterion-referenced assessment
Learning progressions in science: Theoretical, curricular, ssessment, and psychometric considerations
Modeling a multi-dimensional learning progression
Multidimensional random item profile Models
New graphical methods for the representation of Ordered Partition Models
Random item profile modeling of DIF
Random item profile modeling of polytomous responses
Teachers and researchers: Codeveloping classroom assessments for eighth-grade physical science
The BEAR Assessment System—state of the art
The Desired Results Developmental Profile: Validity evidence for a multidimensional, multi-age instrument
The nature of “embedded assessment:” The development of a measure of reading comprehension for struggling adolescent readers
The qualitative inner loop of the BEAR Assessment System
The San Diego Striving Readers Assessment Project: Creating measures of reading comprehension for adolescent readers
Assessing data modeling: A multidimensional analysis
Evidence in learner assessment: A multilevel validity strategy
Growth in student achievement: Can we have both meaning and technical rigor?
Learning progressions to guide systems of formative and summative assessment
Secondary dimension modeling of DIF: A mixture approach for test speededness
The Formative Assessment Delivery System (FADS)
Assessing data modeling in middle school students
Assessing literacy in the classroom: The Berkeley Evaluation and Assessment Research system for the Striving Readers Literacy project
Developing an Integrated Assessment System for Teacher Education: Elementary Mathematics
Latent Growth Item Response Models
Making sense of student responses to assessment items using scoring exemplars
Measuring progressions. In A. C. Alonzo & A. W. Gotwals (Chairs), Diverse perspectives on the development, assessment, and validation of learning progressions in science
A study of confidence and accuracy using the Rasch modeling procedures
Bundle models for computer adaptive testing in Elearning assessment
ChemQuery: An assessment system for mapping student progress in learning general chemistry
Developing progress variables and learning progressions for the Carbon Cycle
Implications of cognitive and sociocultural studies for the practice of assessment: A dialogue across different perspectives
On the large scale
Reflections on brokering psychometric and teaching/learning communities
The ChemQuery story: Measurable insights on how students learn chemistry
The idea of a learning progression as a core for both instruction and assessment
An illustration of how FOSS designed and implemented assessments in PADI
Assessing a learning progression in science: Solving psychometric issues
Comparison of dimension-aligning techniques in a multidimensional IRT context
Diagnostic assessment using continuous vs. discrete ability models
Imperial vs. Metric study (IMS)
Introducing multidimensional item response modeling: the Treatment of Self-Regulation Questionnaire
Introduction to Item Response Theory methods and omparison to Classical Test Theory
Measuring statistical reasoning: development of an assessment system for data modeling
Random parameter structure and testlet model: Extension of the Rasch testlet model
Theory to practice: Conceptualizing and creating developmental indicators
Using progress variables and embedded assessments to improve learning
Using student achievement test scores as evidence of external validity for indicators of teacher quality: Connecticut’s Beginning Educator Support and Training Program
Assessing multiple dimensions across the years of childhood
Background to the Committee’s work: Test Design for K-12 Science Achievement
Bundle models for data driven content in Elearning and CBT: The BEAR CAT approach
Introduction to IRT applications for PRO assessment
Linking continuous and categorical models
Systems for state science assessment
The assessment system. Paper presented in a symposium on “Constructing Data, Modeling Worlds: Collaborative Investigation of Statistical Reasoning”
Using progress variables and embedded assessment to improve teaching and learning
Advanced measurement issues in the Behavioral Sciences
Applying item response modeling to the Self Efficacy Scale
Developmental assessment with ordered multiple-choice items
Explanatory measurement models
Explanatory measurement: Further extensions
Expressing item response models as GLMMs and NLMMs
Investigating validity and reliability of the Self Efficacy Scale: Comparing classical test theory and item response modeling
Modeling partial information in multiple choice items
Next steps: PADI calibration and scoring engine
On choosing a model for measuring. Part II: Polytomous data.
Perspectives of chemists: A framework to promote conceptual understanding of chemistry
Perspectives of Chemists: Tracking conceptual understanding of student learning in chemistry at the secondary and university levels
Psychometric scaling of developmental outcomes: Assessing multiple dimensions across the years of childhood
Theory to practice: Conceptualizing and creating developmental indicators across domains
Type I error and power of multidimensional and unidimensional DIF methods in a multidimensional test: MRCML DIF model, RCML DIF model, and SIBTEST
A Crossed Multilevel IRT Model for Analyzing Rated Polytomous Measures
Measurement as struggle
Modeling fixed and random item features with SAS NLMixed
Next Steps for the PADI Project
Selecting cut scores with a composite of item types: The “Construct Mapping” procedure
Self-Selected Study Activities of Ethnically Diverse College Students
Testable facts of science competence— TEFASCO
The BEAR Assessment System: Balance and coherence
A comparative analysis of the ratings in performance assessment using generalizability theory and the many-facet Rasch model
Advances in measurement and statistical modeling
Developments in test theory and psychometrics
Multidimensional measurement using Rasch models
Rater effects: Some issues, some solutions
Advances in item response models for multiple ratings of student work
An introduction to multidimensional measurement
Developmental assessment strategies in a statewide testing program: Scale interpretation, standard setting, and task-scoring for the Golden State Examinations
Local dependence between latent traits when common stimuli are used
Standard Setting on a Composite of Item Types: The “StandardMapping” procedure
ConQuest Workshop
Evaluation Training Program (ETP)
Making the punishment fit the crime: Examples from psychometric modeling
Modeling Repeated Ratings of Student Work
Rater Feedback Based on Item Response Modeling
Testing stages
The General Model of Hierarchical Complexity Scoring System: Refinements and additions
Why do different stage-scoring methods yield similar scores? Insights from a study of expert scorers
Creating composite scores and setting performance levels: Comparison of raw score and scaling procedures
Creating composite scores and setting performance levels: Use of a scaling procedure
Evaluating the effects of an integrated assessment system: Changing teacher’s practices and improving student achievement in science
Rater effects in NAEP: Recommendations for detection, evaluation and mitigation
The Evaluation Training Program Doctorate in Program Evaluation at Berkeley
A state-wide performance assessment survey in science
Accounting for rater effects in large scale testing using IRT
Beyond Rasch in the measurement of stage-like development
Concrete, abstract, formal, and systematic operations as observed in a “Piagetian” balance-beam task Series
Mapping student progress in science with embedded assessments
Mapping student progress with embedded assessments: The challenge of making evaluation meaningful
The California comparability study
An investigation of the feasibility and potential effects of rater feedback on rater errors
Complex item responses: Rater effects and item dependency
Mapping student progress with embedded assessments
Multidimensional item responses: Multimethodmultitrait perspectives
Multilevel modeling of complex item responses in multiple dimensions: Why bother?
The multidimensional random coefficients multinomial logit model for measuring individual differences in change
What have we learned from developing an embedded assessment system?
A conjunctive item response model for componential data
Issues in complex sampling involving latent variables
Item response modeling for multidimensional between-items and multidimensional within-items
Multilevel item response models of students “at risk”
Partial credit in a developmental context: A mixture model approach
A non-linear multilevel model: An alternative to plausible values
An object-based learning environment for exploratory data analysis
Beyond plausibility?
Multimode assessment involving raters.
A multilevel perspective on quasi-experimental research
A theory for the scientific measurement of knowledge systems operating in context
Cognitive diagnosis of self explanation and self regulation strategies using the CMU LISP Tutor
Comparing multiple-choice and performance-based items
Measurement of cognitive systems
Multilevel item response modelling
The RCML family
Using the RCML to investigate linear logistic test models in a complex domain
A multilevel perspective on the "two scientific disciplines of psychology"
A random coefficients multinomial logit: Generalising Rasch models
The impact of design characteristics on study outcomes in retention research: A meta-analytic perspective.
A moderation perspective on the California Assessment Project
Alternative measurement models for student modelling in Intelligent Tutoring Systems
Describing Rasch models using a linear design matrix
Implications of new perspectives on student assessment for Chapter 1 and its evaluation: Educational leverage from a political necessity
Seminar Series in Quantitative Political and Social Science
The relationship between biology students' study activities and their achievement as moderated by course characteristics: A hierarchical linear model
To describe their performances well: Contributions towards a new psychometrics
An extension of the partial credit model to incorporate diagnostic information
Application of the Saltus model to a Piagetian test of cognitive development
An examination of gender-related item bias in SOLO mathematics items
Application of a polytomous IRT model to attitude assessment in program evaluation
Cognitive variation in adult students differing in academic ability
Hierarchical models of studying
Saltus: A psychometric model of discontinuity in cognitive development
Some comments on the use of Item Response Theory
The partial order model
Bootstrap estimation of standard errors for the hierarchical linear model
An international comparison
The quality of school life of potential dropouts
A psychometric model of hierarchical development
Modelling SOLO science items
The quality of school life in Australian schools
A psychometric model of stage-like development
Scaling mathematical learning hierarchies
Scaling SOLO science items
A proposed additional index to Glass' effect size estimator with application of mastery learning experiments
Finite measures from perfect scores
Introducing the construct modeling approach to measure students’ moral development

Monograph (28)

The assessment of reading comprehension in adolescents: The San Diego Striving Readers project
Assessment Designer Report: Item Authoring for Coherent Assessment
A Guide to the Formative Assessment Delivery System
A study of confidence and adequacy using the Rasch modeling procedures
NAEP pilot learning progression framework
SEPUP Assessment Resources Handbook
A reflection on new frameworks for assessing student knowledge and skills: The PISA approach
The SEPUP Assessment System: An Overview
Optimal rating procedures for NAEP openended items
Rating a performance task: An examination of rater performance over time
A Technical Note on TREC Evaluation
Commentary on an integrated approach to quantifying research synthesis
Levels of understanding in modern biology: Cognitive snapshots of student learning
On the assessment of validity for a selection rule: Evidence for the linearity assumption, and implications of its failure
TestIssues: A guide for decisionmakers [Computer-based tutorial]
Empirical investigations of structured problem solving items using a polytomous IRT model
PC-CREDIT [Computer Program]
Understanding and using Partial Credit analysis: an IRT method for ordered response Categories
A proposed additional index to Glass' effect size estimator with application to mastery learning experiments
Charting student progress
CHARTS [Computer program].
Using the Design Effect Concept
Review and Progress Tests in Addition
Review and Progress Tests in Division
Review and Progress Tests in Multiplication
Review and Progress Tests in Subtraction
Adventures in Uncertainty: An empirical investigation of the use of a Taylor's series approximation for the assessment of sampling errors in educational research
Measuring Stages of Growth

Patent (5)

ConQuest 3.0 [computer program].
ACERConQuest 2.0 [computer program]
ConstructMap Version 4.4.0 (computer program)
USPTO Application #20050221266
ACERConQuest [computer program]

Proyecto (67)

A Diagnostic Assessment of Meanings That Matter for Teaching High School Mathematics
Developing and Testing Multi-Component Computer-Based Assessment Tasks for the Next Generation Science Standards
Measurement of College Readiness
Modeling Assessment to Enhance Teaching and
Field and Calibration Studies for the DRDP Single Instrument for All Children Birth to Kindergarten Entry and Support for the Implementation of DRDPtech
Pelita Pendidikan Program Evaluation
Research on Effects of Integrating Computational Science and Model Building in Water Systems Teaching and Learning
San Francisco Health Investigators (SFHI)
Developing Student-Centered Assessments and Scoring Criteria from Grades 3 through High School
Sustaining Responsive and Rigorous Teaching Based on Carbon TIME
Instrument Refinement and Field Study for the DRDP Single Instrument for All Children Birth to Five Years of Age and Supporting the Implementation of DRDPtech
Expert Review and Pilot Testing the DRDP Single Instrument for All Children Birth to 5 Years of Age and Supporting the Implementation of DRDPtechTM
Illinois Kindergarten Individual Development Survey
Innovative Computer-Based Formative Assessment Via a Development, Delivery, Scoring and Report-Generating System
Berkeley Research Experience and Methodology (BREM) Program
Data Modeling Supports the Development of Statistical Reasoning
Defining and Assessing Mathematical Knowledge for Teaching Secondary Mathematics
Development and Field Testing of Desired Results Developmental Profile - School Readiness (DRDP-SR)
Development of a DRDP Single Instrument for All Children Births to 5 Years of Age and Implementation of DRDPtech
A Learning Progression-Based System for Promoting Understanding of Carbon-Transformation Processes
Continued Development and Implementation of Desired Results Developmental Profile (DRDP), Alignment of DRDP to the Preschool Learning Foundations, Volume 3, and Implementation of Support Materials
Development and Implementation of Desired Results Developmental Profile Revision - School Readiness
Learning Progressions in Middle School Science Instruction and Assessment
Learning Progressions: Developing an Embedded Formative and Summative Assessment System for Elementary and Middle School Students with Learning Disabilities in Mathematics
Supporting Scientific Practices in Elementary and Middle School Classrooms
Continued Development and Implementation of Desired Results Development Profile Revision 2 (DRDP-R2)
Item Authoring for Coherent Assessment
Alignment of English as a First Foreign Language Performance Standards with German National Educational Standards (NES)
Instrument Refinement & Completion of Studies to Support the Implementation of Desired Results Development Profile.
Learning Progression on Carbon-Transforming Processes in Socio-Ecological Systems
Science Assessment: Strengthening and Expanding the SERP-SFUSD Field Site
Diagnostic E-Learning Trajectories Approach (DELTA) Applied to Rational Number Reasoning for Grades 3-8
Formative Assessment Delivery System (FADS)
UPK Child Outcomes Pilot Study and Power of Preschool Demonstration Evaluation
Assessing Data Modeling
Continuing Development and Study of the Re-Designed Results Developmental Profiles (DRDP) - Revised (DRDP)
Developing an Integrated Assessment and Support System for Elementary Teacher Education
Item Response Theory (IRT) Analysis of Data Collected Using the Desired Results Development Profile Access Birthto- Five Instrument (DRDP Access)
Preschool Learning Standards and Benchmarks
Striving Readers Assessment Validation
Supporting the Development of Model Based Reasoning
Developing a Research Based Learning Progression for the Carbon Cycle: Transformations of Matter and Energy in Biogeochemical Systems Project
Constructing Data, Modeling Worlds: Collaborative Investigation of Statistical Reasoning
Continuing Development and Study of the Re-Designed Desired Results Developmental Profiles
Applying Item Response Theory Methodology to Evaulate Measures in the Behavioral Sciences
Desired Result for Children and Families Instrument Design and Validity Study Project
Analyses of Data Relating to the Effects of Units of Measurement on Test Results
Examining the Validity of Teacher Licensure Decisions
Institutional Research Training Grant
An Assessment System for Mapping Student Progress in Learning General Chemistry
Center Assessment and Evaluation of Student Learning (CAESL Extension)
Harold Gulliksen Psychometric Fellowship for Yi-Yu Xie
PADI
BEAR Subcontract for Technology-Supported Performance Assessment for Inquiry-Based Science Leaning
Harold Gulliksen Psychometric Fellowship for Pamela Lee Paek
Translating a Curriculum-Embedded Assessment System to Two New Curricula: Using the "Progress Variable" as Organizing Principle
Academic Language Acquisition (ALA) Evaluation
Reading and Mathematics
Content-Flexible Development Stage Analysis for Large-Scale Assessments
Evaluation Training Program
Implementing Concept Time Lines: A Tool For Analyzing Interview Data
Investigating the Implementation of a Classroom-Based Assessment System: The Case of SEPUP
Graduate Record Examination (GRE) Graduate Research Assistantship In Psychometrics Program
Psychometric Issues In Mathematics Assessment: Multiple Raters, Indicators And Viewpoints
Strategies Of Skill Acquisition; A Mixture Model Approach To Measurement In The Context Of Intelligent Tutoring Systems
Meta-analytic evidence on the effects of retention: A re-examination
Hosting DRDPtech-SRTM for Studies Conducted for the Race to the Top - Early Learning Challenge
551
Mark Wilson

Professor

Graduate School of Education

University of California

Berkeley, Estados Unidos

2
Maria Santelices

Profesor Asociado

PONTIFICIA UNIVERSIDAD CATOLICA DE CHILE

Santiago, Chile

1
David Torres

Profesor Asociado

Psicología

Pontificia Universidad Católica de Chile

Santiago, Chile