Alom, B. M., Claire Scoular, and Nafisa Awwal. "Generic Log Files and Algorithms Developed for Educational Multiplayer Games", International Journal of Advanced Computer Research, Vol 7 (33), pp. 223-232, November 2017.
Zhang, Z., & Lee, J. C.-K. (2017). Students' behavioral and emotional participation in academic activities in the mathematics classroom: A multilevel confirmatory factor analysis. Journal of Experimental Education. Published online 16 June 2017.
Uebergang, L., Arnup, S., Hiscock, H., Care, E., & Quach, J. (2017). Sleep problems in the first year of elementary school: The role of sleep hygiene, gender and socioeconomic status. Sleep Health, 3(3), 142-147.
Carter, S., Kensington-Miller, B., & Courtney, M. G. R. (2017). Supervision seminars and discipline difference: addressing academic developer blind spots to supervisor learning. Journal of Perspectives in Applied Academic Practice, 5(1), 13-22.
Chapman, C., Deane, K., Harre, N., Courtney, M. G. R., & Moore, J. (2017). Engagement and mentor support as drivers of social development in the Project K youth development program. Journal of Youth and Adolescence, 1-12.
Courtney, M. G. R., Lee, K., McGlashan, A., Toso, M., & Neveldsen, P. (2017). Initial teacher educators’ conceptions of creativity in technology and science education, a large-scale New Zealand study. Australasian Journal of Technology Education, 4.
Scoular, C., Care, E., & Hesse, F. (2017). Designs for operationalizing collaborative problem solving for automated assessment. Journal of Educational Measurement, 54(1), 12-35.
Vista, A., Care, E., & Awwal, N. (2017). Visualising and examining sequential actions as behavioural paths that can be interpreted as markers of complex behaviours. Computers in Human Behavior.
Care, E., & Griffin, P. (2017). Assessment of collaborative problem-solving processes. In B. Csapo & J. Funke (Eds.), The nature of problem solving: Using research to inspire 21st Century learning (pp. 227-243). Paris: OECD.
Griffin, P. (2017). Assessing and teaching 21st Century skills: Collaborative problem solving as a case study. In A. von Davier, M. Zhu, & P. Kyllonen (Eds.), Innovative Assessment of Collaboration (pp. 113-134). Cham, Switzerland: Springer International Publishing AG.
Griffin, P., Graham, L., Harding, S.-M., Nibali, N., English, N., & Alom, M. (2017). The changing role of the teacher in a knowledge economy. In T. Bentley & G. Savage (Eds.), Educating Australia: Challenges for the decade ahead (pp. 32-54). Melbourne: Melbourne University Publishing.
Milligan, S. K., & Kennedy, G. (2017). To what degree? Alternative micro-credentialing in a digital age. In R. James, S. French, & P. Kelly (Eds.), Visions for the Future of Australian Tertiary Education (pp. 41-53). University of Melbourne: Melbourne Centre for the Study of Higher Education.
Zhang, Z. H., & Yin, H. B. (2017). Effects of professional learning community and collective teacher efficacy on teacher involvement and support as well as student motivation and learning strategies. In R. Maclean (Ed.), Llife in schools and classrooms: Past, present, and future (pp. 433-452). Dordrecht: Springer.
Zoanetti, N., & Griffin, P. (2017). Log-file data as indicators for problem-solving processes. In B. Csapo & J. Funke (Eds.), The nature of problem solving: Using research to inspire 21st Century learning (pp. 177-191). Paris: OECD.
Fiore, S., Graesser, A., Greiff, S., Griffin, P., Gong, B., Kyllonen, P., Massey, C., O’Neil, H., Pellegrino, J., Rothman, R., Soulé, H. & von Davier, A. (2017). Collaborative Problem Solving: Considerations for the National Assessment of Educational Progress. Report prepared for National Center for Education Statistics. Washington, D. C.: NCES.
Nguyen, C. (2017). Feasibility of translation and adaptation of the reading Learning Progression Explorer (LPE) into Vietnamese. Report prepared for Australian Council for Educational Research. University of Melbourne: Assessment Research Centre (ARC).
Care, E., Pavlovic, M., Digo, M., & Courtney, M. G. R. (2017). Tool Development: Pathways - Inception report - Development of assessment tools for elementary students in the Autonomous Region in Muslim Mindanao. Report prepared for Australian Department of Foreign Affairs and Trade. Melbourne and Manila: Assessment, Curriculum and Technology Research Centre (ACTRC).
Ferido, M., Marabe, J., Pavlovic, M., Bagui, L., Robertson, P., Ramirez, R., Bustos, T., & Care, E. (2017). Progress of students through the science curriculum: A focus on matter (chemistry). Stage 3 pre-grade 9 report. Report prepared for Australian Department of Foreign Affairs and Trade and Philippine Department of Education Melbourne and Manila: Assessment, Curriculum and Technology Research Centre (ACTRC).
Ferido, M., Robertson, P., Pavlovic, M., & Care, E. (2017). Progress of students through the science curriculum: A focus on matter (chemistry). Stage 4 pre-grade 10 report. Report prepared for Australian Department of Foreign Affairs and Trade and Philippine Department of Education. Melbourne and Manila: Assessment, Curriculum and Technology Research Centre (ACTRC).
Robertson, P., English, N., & Collins, M. (2017). Aspiring principals capstone assessment process - Stage 1. Report prepared for Bastow Institute and Victorian Department of Education. Melbourne: Assessment Research Centre (ARC).
White, E. (2017). Review of NAPLAN online tests for accessibility for students with vision and/or motor impairments. Report prepared for Australian Curriculum, Assessment and Reporting Authority. Melbourne: Assessment Research Centre.
Refereed conference paper
White, E. H., Woods, K., & Poed, S. (2017, July). The assessment and development of digital literacy in students with vision impairment and additional learning needs: Preliminary findings from a current PhD study. Paper presented at the Conference of the International Council for Education of People with Visual Impairment, Bruges, 2-7 July.
Milligan, S. K. (2017). Daring to learn how to learn. Pursuit, 26 June 2017.
Kim, H., & Scoular, C. (2017). Learning progressions: Road maps for 21st Century students and teachers. Stanford Social Innovation Review, 24 April 2017.