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Educational and Psychological Measurement|May 26, 2018
The Evidence for a Subscore Structure in a Test of English Language Competency for English Language LearnersMark D Reckase, Jing-Ru XuEducational and Psychological Measurement|May 26, 2018
Using a Model of Analysts' Judgments to Augment an Item Calibration ProcessCarl Hauser, Yeow Meng Thum, Wei He, et al.Educational and Psychological Measurement|May 26, 2018
Taking the Missing Propensity Into Account When Estimating Competence Scores: Evaluation of Item Response Theory Models for Nonignorable OmissionsCarmen Köhler, Steffi Pohl, Claus H CarstensenEducational and Psychological Measurement|May 26, 2018
Detecting Test Tampering Using Item Response TheoryJames A Wollack, Allan S Cohen, Carol A EckerlyEducational and Psychological Measurement|May 26, 2018
Investigation of Response Changes in the GRE Revised General TestOu Lydia Liu, Brent Bridgeman, Lixiong Gu, et al.Educational and Psychological Measurement|May 26, 2018
Effects of Design Properties on Parameter Estimation in Large-Scale AssessmentsMartin Hecht, Sebastian Weirich, Thilo Siegle, et al.Educational and Psychological Measurement|May 26, 2018
The Mediated MIMIC Model for Understanding the Underlying Mechanism of DIFYing Cheng, Can Shao, Quinn N LathropEducational and Psychological Measurement|May 26, 2018
The Matching Criterion Purification for Differential Item Functioning Analyses in a Large-Scale AssessmentHyeSun Lee, Kurt F GeisingerEducational and Psychological Measurement|May 26, 2018
A Latent Transition Analysis Model for Assessing Change in Cognitive SkillsFeiming Li, Allan Cohen, Brian Bottge, et al.Educational and Psychological Measurement|May 26, 2018
Effects of Interim Assessments Across the Achievement Distribution: Evidence From an ExperimentSpyros Konstantopoulos, Wei Li, Shazia R Miller, et al.Pageof 63