Publications

2022

Annual Report

Assessment Research Centre Annual Report 2021

Books

Mari, L., Wilson, M., & Maul, A. (2021). Measurement across the sciences: Developing a shared concept system for measurement: Springer.

Rickards, F., Hattie, J., & Reid, C. (2021). The Turning Point for the Teaching Profession: Growing Expertise and Evaluative Thinking. Routledge.

Book Chapters

Brown, R. S., Wilson, M., & Draney, K. (2021). An assessment framework for measuring statistical thinking. In H. F. O’Neil, E. L. Baker, R. S. Perez, & S. E. Watson (Eds.), Theoretical Issues of Using Simulations and Games in Educational Assessment. Routledge.

Shohel, M. M. C., Ashrafuzzaman, M., Azim, F., Akter, F., & Tanny, S. F. (2021). Displacement and trauma: Exploring the lost childhood of Rohingya children in the refugee camps in Bangladesh. In R. Throne (Ed.), Social justice research methods for doctoral research (pp. 244-272).  IGI Global.

Shohel, M. M. C., Ashrafuzzaman, M., Azim, F., Naomee, I., Rahman, M. S., & Siddik, M. A. B. (2021). Blended learning space for primary and secondary education: Challenges and opportunities in resource-constrained contexts. In T. Driscoll (Ed.), Designing effective distant and blended learning environments in K-12 (pp. 187-222): IGI Global.

Shohel, M. M. C., Ashrafuzzaman, M., Naomee, I., Tanni, S. A., & Azim, F. (2021). Game-based teaching and learning in higher education: Challenges and prospects. In C.-A. Lane (Ed.), Handbook of research on acquiring 21st century literacy skills through game-based learning (pp. 78-106). IGI Global.

Conference Papers

Awwal, N., Wilson, M., & Zhang, Z. (2021). Using process data to develop indicators for the assessment of group collaboration. Paper presented at the 2021 National Council on Measurement in Education annual meeting, Virtual. https://ncme.site-ym.com/event/NCME

Kamei, T. (2021). The SWANs/ABLES project: A resource developed by and for teachers to support the teaching and learning of students with additional learning needs. Paper presented at the Research Conference 2021: Excellent progress for every student: Proceedings and program. https://research.acer.edu.au/rc21-30/rc2021/papers/18/

Pegrum, M., Oakley, G., Kheang, T., & Seng, K. (2021). They just wanted to play: A mobile-enhanced early literacy intervention in Cambodia Paper presented at the 19th Conference on Mobile, Blended and Seamless Learning https://www.iamlearn.org/mlearn-2020-proceedings/

Pöysä-Tarhonen, J., Awwal, N., & Häkkinen, P. (2021). Mutual commitments in remote collaborative problem solving in dyads. Paper presented at the 2021 International Society of the Learning Sciences conference, Bochum, Germany (Virtual). https://2021.isls.org/.

Sun, Z. (2021). Epistemological beliefs: The key to enhance critical thinking for higher education students in the East. Paper presented at the 2021 American Educational Research Association (AERA) Virtual Annual Meeting.

Consultation Pack

Kamei, T., Milligan, S., Beswick, B., & Hassim, E. (2021). Consultation pack - General capabilities in the Australian Qualifications Framework, Department of Education, Skills and Employment. Paper prepared for Stakeholder consultations. Assessment Research Centre.

Journal Articles

Cardace, A., Wilson, M., & Metz, K. E. (2021). Designing a learning progression about micro-evolution to inform instruction and assessment in elementary science. Education Sciences, 11(10), 22. doi:10.3390/educsci11100609

Dowley, M., & Rice, S. (2022). Comparing student motivations for and emotional responses to national standardised tests and internal school tests: The devil in the detail. Australian Journal of Education. doi:10.1177/00049441211061889

Feuerstahler, L., & Wilson, M. (2021). Scale alignment in the between-items multidimensional partial credit model. Applied Psychological Measurement, 45(4), 268-282. doi:10.1177/01466216211013103

Kamei, T., & Pavlovic, M. (2021). Investigating differential item functioning to validate a thinking skills learning progression for students with intellectual disability and autism spectrum disorder. International Journal of Educational Research, 106. doi:org/10.1016/j.ijer.2020.101726

Kheang, T. (2021). Leading educational reconstruction in post-conflict Cambodia Educational Management, Administration and Leadership. doi:10.1177%2F17411432211058942

Nawaz, S., Srivastava, N., Yu, J. H., Khan, A. A., Kennedy, G., Bailey, J., & Baker, R. S. (2021). How difficult is the task for you? Modelling and analysis of students' task difficulty sequences in a simulation-based POE environment. International Journal of Artificial Intelligence in Education. doi:10.1007/s40593-021-00242-6

Nguyen, H. C., Nhan, T. T., & Ta, T. T. H. (2021). Joint-training programs in Vietnam: Operation and quality management aspects gathered from institutional practices. Asia Pacific Education Review, 22(1). doi:10.1007/s12564-021-09672-2

Oakley, G., Pegrum, M., Kheang, T., Seng, K. (2021). Mobile learning for early reading in Cambodia. Educational and Information Technologies. doi:10.1007/s10639-021-10615-y

Pöysä-Tarhonen, J., Awwal, N., Häkkinen, P., & Otieno, S. (2021). Joint attention behaviour in remote collaborative problem solving: Exploring different attentional levels in dyadic interaction. Research and Practice in Technology Enhanced Learning, 16(2021). doi:org/10.1186/s41039-021-00160-0

Reeves, B. (2021). Assessing ethical capability: A framework for supporting teacher judgement of student proficiency. The Australian Educational Researcher, 2021. doi:10.1007/s13384-021-00442-y

Zhang, Z. (2021). Asymptotic standard errors of generalized partial credit model true score equating using Echaracteristic curve methods. Applied Psychological Measurement, 45(5), 331-345. doi:10.1177/01466216211013101

Zhang, Z. (2021). Asymptotic standard errors of parameter scale transformation coefficients in test equating under the nominal response model. Applied Psychological Measurement, 45(2), 134-138. doi:org/10.1177/0146621620965740

Reports

Hinz, B., Parkinson, N., Wood, S., Smith, T., Milligan, S., Kamei, T., Hassim, E., Beswick, B. (2021). The sample learner profile project: Final report. Report prepared for Department of Education, Skills and Employment.

Johnston, J., Beswick, B., & Milligan, S. (2021). Standards in the International Big Picture Learning Credential: Mapping the IBPLC performance levels to the AQF and the ACSF. Report prepared for Big Picture Education Australia.

Kamei, T., Milligan, S., Beswick, B., & Hassim, E. (2021). Specifications for learner profiles for Australian senior secondary school years. Report prepared for Department of Education, Skills and Employment.

Kamei, T., Milligan, S., Hassim, E., & Beswick, B. (2021). Research Report to inform the development of a sample learner profile. Report prepared for Department of Education, Skills and Employment.

Kamei, T., Johnston, J., Page, J. (2021). Assessment for Learning - Testing Phase Summary Report. Report prepared for Victorian Department of Education and Training.

Koo, B. W., Bathia, S., Morell, L., Gochyyev, P., Phillips, M., Wilson, M., & Smith, R. (2021). Examining the effects of a peer-learning research community on the development of students’ researcher identity, confidence, and STEM interest & engagement. Journal of STEM Outreach, 4(1). doi:10.15695/jstem/v4i1.05

Milligan, S., Hassim, E., Rice, S., & Kheang, T. (2021). Generating trust and utility in senior secondary certification: Case studies of first movers in their warranting networks. Report prepared for Learning Creates Australia.

Milligan, S., Kamei, T., Beswick, B., Wignall, L., Hassim, E., & Johnston, J. (2022). Final Report - General Capabilities in the Australian Qualifications Framework. Report prepared for Australian Government – Department of Education, Skills and Employment.

Milligan, S., Nguyen, C., Zhang, Z., & Nguyen, L. A. (2021). Evaluation of the psychometric properties of the Excel Basics assessment for SEEK. Report prepared for SEEK.

Nguyen, C. (2021). The current trends of assessment in developed countries: implications for Vietnam. Paper presented at the Educational Measurement and Assessment for Sustainable Development, Hanoi, Vietnam.

Nguyen, C., & Nawaz, S. (2021). Evaluation of psychometric properties of Character competency framework for New Metrics project. Report prepared for New Metrics partner schools.

Nguyen, C., & Nawaz, S. (2021). Evaluation of psychometric properties of Collaboration competency framework for New Metrics project. Report prepared for New Metrics partner schools.

Nguyen, C., & Nawaz, S. (2021). Evaluation of psychometric properties of Collaboration competency framework for Liverpool Boys High School project. Report prepared for Liverpool Boys High School.

Nguyen, C., & Nawaz, S. (2021). Evaluation of psychometric properties of Communication competency framework for Liverpool Boys High School project. Report prepared for Liverpool Boys High School.

Nguyen, C., & Nawaz, S. (2021). Evaluation of psychometric properties of Communication competency framework for New Metrics project. Report prepared for New Metrics partner schools.

Nguyen, C., & Nawaz, S. (2021). Evaluation of psychometric properties of Connectedness competency framework for New Metrics project. Report prepared for New Metrics partner schools.

Nguyen, C., & Nawaz, S. (2021). Evaluation of psychometric properties of Ethics competency framework for New Metrics project. Report prepared for New Metrics partner schools.

Nguyen, C., & Nawaz, S. (2021). Evaluation of psychometric properties of Innovation and Creativity competency framework for Liverpool Boys High School. Report prepared for Liverpool Boys High School.

Nguyen, C., & Nawaz, S. (2021). Evaluation of psychometric properties of Learner Agency competency framework for New Metrics project. Report prepared for New Metrics partner schools.

Nguyen, C., & Nawaz, S. (2021). Evaluation of psychometric properties of Quality Thinking competency framework for Liverpool Boys High School project. Report prepared for Liverpool Boys High School.

Nguyen, C., & Nawaz, S. (2021). Evaluation of psychometric properties of Quality Thinking competency framework for New Metrics. Report prepared for New Metrics partner schools.

Nguyen, C., & Nawaz, S. (2021). Evaluation of psychometric properties of Research and Critical Thinking competency for Liverpool Boys High School project. Report prepared for Liverpool Boys High School.

Nguyen, C., & Nawaz, S. (2021). Evaluation of psychometric properties of Values competency framework for Liverpool Boys High School project. Report prepared for Liverpool Boys High School.

Pearn, C., Rickards, F., Bagui, L., Tan, O. S., Lagrimas, L., Palattao, J., Alipustain, E. H. G., Diaz, L. E., Robertson, P.,

Moyle, K. (2021). Foundational Frameworks for Curriculum Enhancement for K-3 Mathematics: Essential Understandings and Common Misconceptions. Report prepared for Australian Department of Foreign Affairs and Trade (DFAT).

Pietzner, J., Milligan, S., Nguyen, C. (2021). Trial of the SACE Personal Enterprise Assessment Framework. Report prepared for The SACE Board.

Rice, S., Hooley, T., & Crebbin, S. (2021). Approaches to quality assurance in school-based career development: Policymaker perspectives from Australia. British Journal of Guidance & Counselling, 50(1), 110-127. doi:10.1080/03069885.2021.1919860

Robertson, P., Cagasan, L., Nepomuceno, J., Kheang, T., Bustos, T., Rickards, F., & Ferido, M. (2021). Review of the Tested Curriculum. Report prepared for Australian Department of Foreign Affairs and Trade (DFAT).

Robertson, P., Kheang, T., Bustos, T., Rickards, F., Ferido, M., Cagasan, L., Dela Cruz, J., Vergara, J., Nepomuceno, J. (2021). Review of the Attained Curriculum. Report prepared for Australian Department of Foreign Affairs and Trade (DFAT).

Robertson, P., Rickards, F., Kheang, T., Bustos, T., & Ferido, M. (2021). The curriculum review project and policy implications: A summary. Report prepared for Australian Department of Foreign Affairs and Trade (DFAT).

Sandiford, C., Williams, A., Bagui, L., Rickards, F., Moyle, K., Bustos, T. Robertson, P., Diaz, L.E., Alipustain, E.H.G., Ferriols, A., Dela Cruz, J. (2021). Foundational Frameworks for Curriculum Enhancement for K-3 Literacy: Mother Tongue, Filipino, English. Report prepared for Australian Department of Foreign Affairs and Trade (DFAT).

Scalise, K., Wilson, M., & Gochyyev, P. (2021). A taxonomy of critical dimensions at the intersection of learning analytics and educational measurement. Frontiers in Education. doi:10.3389/feduc.2021.656525

Strickland, J., Kamei, T., Johnston, J., & Milligan, S. (2021). Further work on personal and social capability. Report prepared for Australian Curriculum Assessment and Reporting Authority.

Wilson, M., & Lehrer, R. (2021). Improving learning: Using a learning progression to coordinate instruction and assessment. Frontiers in Education. doi:10.3389/feduc.2021.654212

Poster Session

Wilson, M., Draney, K., Brown, R., Toyama, Y., McNeil, R., Tan, S., & Patz, R. (2021). Assessing college-ready computational thinking. Poster presented at the Structured Poster Session on Computer Science & Computational Thinking at the National Science Foundation, Discovery Research PreK-12 (DRK-12) PI Meeting.

Lehrer, R., & Wilson, M. (2021). Modeling assessment to enhance teaching and learning. Poster presented at the National Science Foundation, Discovery Research PreK-12 (DRK-12) PI Meeting.

Wilson, M., Gunckel, K., & Morell, L. (2021). Learning progressions in science: Analyzing & deconstructing the multiple dimensions in assessment. Poster presented at the Structured poster session on assessment at the National Science Foundation, Discovery Research PreK-12 (DRK-12) PI Meeting.

Other

Kamei, T., Milligan, S., Beswick, B., & Hassim, E. (2021). Consultation pack - General capabilities in the Australian Qualifications Framework. Paper prepared for Australian Government –Department of Education, Skills and Employment. Assessment Research Centre.

2021

Books

Rickards, F., Hattie, J., & Reid, C. (2021). The Turning Point for the Teaching Profession: Growing Expertise and Evaluative Thinking. London and New York: Routledge.

Conference Papers

Awwal, N., Wilson, M., & Zhang, Z. (2021). Assessing group collaboration in small teams from a process perspective. Paper presented at the National Council of Measurement in Education (NCME).

Sun, Z. (2021). Epistemological beliefs: The key to enhance critical thinking for higher education students in the East. Paper presented at the 2021 American Educational Research Association (AERA) Virtual Annual Meeting, Virtual.

Journal Articles

Kamei, T., & Pavlovic, M. (2021). Investigating differential item functioning to validate a thinking skills learning progression for students with intellectual disability and autism spectrum disorder. International Journal of Educational Research, 106. doi:org/10.1016/j.ijer.2020.101726

Pöysä-Tarhonen, J., Awwal, N., Häkkinen, P., & Otieno, S. (2021). Joint attention behaviour in remote collaborative problem solving: exploring different attentional levels in dyadic interaction. Research and Practice in Technology Enhanced Learning, 16(2021). doi:org/10.1186/s41039-021-00160-0

Nguyen, H. C., Nhan, T. T., & Ta, T. T. H. (2021). Joint-training programs in Vietnam: Operation and quality management aspects gathered from institutional practices. Asia Pacific Education Review, 22(1). doi:10.1007/s12564-021-09672-2

Reeves, B. (2021). Assessing ethical capability: a framework for supporting teacher judgement of student proficiency. The Australian Educational Researcher, 2021. doi:10.1007/s13384-021-00442-y

Sun, Z. (2021). Epistemological beliefs: The key to enhance critical thinking for higher education students in the East. Paper presented at the 2021 American Educational Research Association (AERA) Virtual Annual Meeting.

Zhang, Z. (2021). Asymptotic standard errors of parameter scale transformation coefficients in test equating under the nominal response model. Applied Psychological Measurement, 45(2), 134-138.

Zhang, Z. (2021). Asymptotic Standard Errors of Generalized Partial Credit Model True Score Equating Using Characteristic Curve Methods. Applied Psychological Measurement. doi:10.1177/01466216211013101

Reports

Robertson, P., Cagasan, L., Nepomuceno, J., Kheang, T., Bustos, T., Rickards, F., & Ferido, M. (2021). Review of the Tested Curriculum. Report funded by the Australian Department of Foreign Affairs and Trade (DFAT).

Robertson, P., Kheang, T., Bustos, T., Rickards, F., Ferido, M., Cagasan, L., Dela Cruz, J. Vergara, J. & Nepomuceno, J. (2021). Review of the Attained Curriculum. Report funded by the Australian Department of Foreign Affairs and Trade (DFAT).

Robertson, P., Rickards, F., Kheang, T., Bustos, T. & Ferido, M. (2021). The Curriculum Review Project and Policy Implications: a Summary. Report funded by the Australian Department of Foreign Affairs and Trade (DFAT).

Sandiford, C., Williams, A., Bagui, L., Rickards, F., Moyle, K., Bustos, T., Robertson, P., Diaz, L. E., Alipustain, E. H. G., Ferriols, A. & Dela Cruz, J. (2021). Foundational Frameworks for Curriculum Enhancement for K-3 Literacy: Mother Tongue, Filipino, English. Report funded by the Australian Department of Foreign Affairs and Trade (DFAT).

Pearn, C., Rickards, F., Bagui, L., Tan, O. S., Lagrimas, L., Palattao, J., Alipustain, E. H. G., Diaz, L. E., Robertson, P. & Moyle, K. (2021). Foundational Frameworks for Curriculum Enhancement for K-3 Mathematics: Essential Understandings and Common Misconceptions. Report funded by the Australian Department of Foreign Affairs and Trade (DFAT)

Strickland, J., Kamei, T., Johnston, J., & Milligan, S. (2021). Further work on Personal and Social Capability. Report commissioned by Australian Curriculum Assessment and Reporting Authority.

2020

2019

Journal Articles

Camcho-Morles, J., Slemp, G. R., Oades, L. G., Morrish, L., & Scoular, C. (2019). The role of achievement emotions in the collaborative problem-solving performance of adolescents. Learning and Individual Differences, 70, 169-181. doi.org/10.1016/j.lindif.2019.02.005

Dray, A. J., Brown, N. J. S., Diakow, R., Lee, Y., & Wilson, M. R. (2019). A construct modeling approach to the assessment of reading comprehension for adolescent readers. Reading Psychology, 40(2), 191-241. doi.org/10.1080/02702711.2019.1614125

Duong, M. T., Nguyen, C., & Griffin, P. (2019). Using Rasch analyses to inform the revision of a scale measuring students' process-oriented writing competence in portfolios. Journal of Applied Measurement, 20(4), 450-475.

Feuerstahler, L., & Wilson, M. (2019). Scale alignment in between-item multidimensional Rasch models. Journal of Educational Measurement, 56(2), 280-301. doi/epdf/10.1111/jedm.12209

Harding, S.-M., English, N., Nibali, N., Graham, L., Alom, B., & Zhang, Z. (2019). Self-regulated learning as a predictor of mathematics and reading performance: A picture of students in Grades 5 to 8. Australian Journal of Education, 63(1), 74-97. doi.org/10.1177/0004944119830153

Hermisson, S., Gochyyev, P., & Wilson, M. (2019). Assessing pupils’ attitudes towards religious and worldview diversity – Development and validation of a nuanced measurement instrument. British Journal of Religious Education, 41(4), 371-387.

Jeon, M., Draney, K., Wilson, M., & Sun, Y. (2019). Investigation of adolescents’ developmental stages in deductive reasoning: An application of a specialized confirmatory mixture IRT approach. Behavior Research Methods, 52, 224–235. doi.org/10.3758/s13428-019-01221-5

Kaiser, F. G., & Wilson, M. (2019). The Campbell Paradigm as a behavior-predictive rein­terpretation of the classical tripartite model of attitudes. European Psychologist, 24, 359-374. doi.org/10.1027/1016-9040/a000364

Lumagbus, J. J., Smith, W., Care, E., & Scoular, C. (2019). Tablet computers in Philippine public schools: school-level factors that influence technology management and use. Technology, Pedagogy and Education, 28(1), 73-89. doi.org/10.1080/1475939X.2019.1572535

Luo, R., Harding, R., Galland, B., Sellbom, M., Gill, A., & Schaughency, E. (2019). Relations between risk for sleep disordered breathing, cognitive and executive functioning, and academic performance in six-year olds. Early Education and Development, 30(7), 947-970. doi.org/10.1080/10409289.2019.1593075

Maul, A., Mari, L., & Wilson, M. (2019). Intersubjectivity of measurement across the sciences. Measurement, 131, 764-770. doi.org/10.1016/j.measurement.2018.08.068

Metz, K. E., Cardace, A., Berson, E., Ly, U., Wong, N. S.-H., S., Metz, S. E., & Wilson, M. (2019). Primary grade children’s capacity to understand microevolution: The power of leveraging their fruitful intuitions and engagement in scientific practices. Journal of the Learning Sciences, 28(4-5), 556-615. doi.org/10.1080/10508406.2019.1667806

Rocca, C. H., Wilson, M., Jeon, M., & Foster, D. G. (2019). Stability of retrospective pregnancy intention reporting among women with unwanted pregnancies in the United States. Maternal and Child Health Journal, 23(11), 1547-1555. doi.org/10.1007/s10995-019-02782-9

Scoular, C. (2019). A design template for transforming games into twenty-first century skills assessments. Journal of Applied Research in Higher Education. doi.org/10.1108/JARHE-02-2018-0018

Scoular, C., & Care, E. (2019). A generalized scoring process to measure collaborative problem solving in online environments. Educational Assessment 24(3), 213-234. doi.org/10.1080/10627197.2019.1615372

Scoular, C., & Care, E. (2019). Monitoring patterns of social and cognitive student behaviors in online collaborative problem solving assessments. Computers in Human Behavior. doi.org/10.1016/j.chb.2019.01.007

Shin, H. J., Rabe-Hesketh, S., & Wilson, M. (2019). Trifactor models for multiple-ratings data. Multivariate Behavioral Research, 54(3), 360-381. doi.org/10.1080/00273171.2018.1530091

Shin, H. J., Wolfe, E., & Wilson, M. (2019). Human rater monitoring with automated scoring engines. Psychological Test and Assessment Modeling, 61, 127-148. Retrieved from https://www.psychologie-aktuell.com/fileadmin/Redaktion/Journale/ptam-2019-2/01_Shin.pdf

Tsui, K. T., Lee, J. C.-K., Zhang, Z. H., & Wong, P. H. (2019). The relationship between teachers' perceived spiritual leadership and organizational commitment: A multilevel analysis in the Hong Kong context. Asian Journal of Social Science & Humanities, 8(3), 55-72. Retrieved from https://repository.eduhk.hk/en/publications/the-relationship-between-teachers-perceived-spiritual-leadership-#

Wilson, M., Scalise, K., & Gochyyev, P. (2019). Domain modelling for advanced learning environments: the BEAR Assessment System Software. Educational Psychology, 39(10), 1199-1217. doi.org/10.1080/01443410.2018.1481934

Zhang, Z., & Zhao, M. (2019). Standard Errors of IRT Parameter Scale Transformation Coefficients: Comparison of Bootstrap Method, Delta Method, and Multiple Imputation Method. Journal of Educational Measurement, 56(2), 302–330. doi.org/10.1111/jedm.12210

Chapters

Arneson, A., Wihardini, D., & Wilson, M. (2019). Assessing college-ready data-based reasoning. In J. Bostic, E. Krupa, & J. Shih (Eds.), Quantitative measures of mathematical knowledge: Researching instruments and perspectives. New York, NY: Routledge.

Le, K. A. T., Hayden, M., & Nhan, T. T. (2019). Development of the higher education sector in Vietnam. In C. H. Nguyen & M. Shah (Eds.), Quality assurance in Vietnamese higher education: Policy and practice in the 21st century (pp. 1-23). Cham, Switzerland: Palgrave Macmillan.

Milligan, S. (2019). Standards for Developing Assessments of Learning Using process Data. In M. Bearman, M. Boud, D. T. Dawson, J., & R. Ajjawi (Eds.), Re-imagining University Assessment in a Digital World (pp. 179-182). Dordrecht: Springer.

Nhan, T. T., & Le, K. A. T. (2019). Internationalisation of higher education in Vietnam. In C. H. Nguyen & M. Shah (Eds.), Quality assurance in Vietnamese higher education: Policy and practice in the 21st century (pp. 25-58). Cham, Switzerland: Palgrave Macmillan.

Nieminen, J. H., & White, E. (2019). Arviointi ja erityyispedagogiikka [Assessment and special education]. In A. Luostarinen & J. H. Nieminen (Eds.) Arvioinnin Käsikirja. In Evaluation Handbook (pp. 305-326): PS-Kustannus.

Nieminen, J. H., & White, E. H. (2019). Esteetön arviointi [Accessible evaluation]. In A. Luostarinen & J. H. Nieminen (Eds.) Arvioinnin Käsikirja. In Evaluation Handbook (pp. 327-342): PS-Kustannus.

Wilson, M., & Toyama, Y. (2019). Formative and summative assessments in science and literacy integrated curricula: A suggested alternative approach. In A. Bailey, C. Maher, & L. Wilkinson (Eds.), Language counts! How language and literacy impact learning in the STEM disciplines. New York, NY: Routledge.

Wilson, M., & Wilmot, D. B. (2019). Gathering validity evidence using the BEAR Assessment System (BAS): A mathematics assessment perspective. In J. Bostic, E. Krupa, & J. Shih (Eds.), Assessment in mathematics education contexts: Theoretical frameworks and new directions. New York, NY: Routledge.

Reports

Beswick, B., Azim, F., & Luo, R. (2019). Redesigning Assessment Specifications for CA X: Assessments and Specifications. Report commissioned by Chartered Accountants Australia and New Zealand.

Beswick, B., Azim, F., & Luo, R. (2019). Redesigning Assessment Specifications for CA X: Insights and Recommendations. Report commissioned by Chartered Accountants Australia and New Zealand.

Beswick, B., Luo, R., & Azim, F. (2019). Academic Integrity in CA X. Report commissioned by Chartered Accountants Australia and New Zealand. Assessment Research Centre.

Beswick, B., Luo, R., & Azim, F. (2019). Redesigning Assessment Specifications for CA X: Principles and Parameters. Report commissioned by Chartered Accountants Australia and New Zealand.

Bustos, T., Rickards, F., Robertson, P., & Dela Cruz, J. (2019). Phase One Curriculum Review: Initial Review of the Intended Curriculum. Report commissioned by Department of Education, Philippines. Assessment, Curriculum and Technology Research Centre, University of the Philippines.

Care, E., Vista, A., & Kim, H.  (2019). Assessment of transversal competencies: Current tools in the Asian region. Report commissioned by UNESCO. Brookings Institution.

Hassim, E., Luo, R., Beswick, B., & Kamei, T. (2019). Teacher Guide to Assessing Intercultural Capability Victorian Curriculum F-10. Report commissioned by Victorian Curriculum and Assessment Authority.

Kamei, T., Luo, R., & Pavlovic, M. (2019). Intercultural Capability Assessment Tools Development Project – Technical Report. Report commissioned by Victorian Curriculum and Assessment Authority.

McGaw, B., Beswick, B., Kamei, T., & Luo, R. (2019). Literature review to inform decisions on any future work on the Capabilities in senior secondary years of schooling. Report commissioned by Victorian Curriculum and Assessment Authority.

O'Connell, M., Milligan, S., & Bentley, T. (2019). Beyond ATAR: A proposal for change. Report commissioned by Australian Learning Lecture. Koshland Innovation Fund.  https://apo.org.au/sites/default/files/resource-files/2019-10/apo-nid261456.pdf

Rice, S., & Crebbin, S. (2019). Australian STEM Pathways Study Tertiary Students Project (2018) Summary Report to Griffith University. Report prepared for Griffith University as part of ARC Linkage Project LP160100094. Griffith University.

Rice, S., & Crebbin, S. (2019). Australian STEM Pathways Study Tertiary Students Project (2018) Summary Report to James Cook University. Report prepared for James Cook University as part of ARC Linkage Project LP160100094

Rice, S., & Crebbin, S. (2019). Australian STEM Pathways Study Tertiary Students Project (2018) Summary Report to Queensland University of Technology. Report prepared for Queensland University of Technology.

Rice, S., & Crebbin, S. (2019). Australian STEM Pathways Study Tertiary Students Project (2018) Summary Report to University of Queensland Report prepared for University of Queensland.

Rice, S., & Crebbin, S. (2019). Australian STEM Pathways Study Tertiary Students Project Summary Report 2018. Report prepared for Department of Education, Queensland.

Conference Papers

Nguyen, A. L., Nguyen, C. T. K., & Adams, R. J. (Jul 2019). Assessment of the generic problem-solving construct across different contexts. Paper presented at the Joint IMEKO TC1-TC7-TC13-TC18 Symposium, St Petersburg, Russian Federation. https://iopscience.iop.org/article/10.1088/1742-6596/1379/1/012059

Awwal, N. (2019). Validating measures of small group collaboration: A process perspective. Paper presented at the International Meeting of the Psychometric Society (IMPS), Santiago, Chile.

Kamei, T., & Pavlovic, M. (2019). Development of a thinking skills progression for students with intellectual disabilities and autism spectrum disorder. Paper presented at the Proceedings of the American Education Research Association, Toronto, Canada.

Nguyen, C. (2019). The feasibility of using an international common reading progression across languages: a case study of the Vietnamese language. Paper presented at the Joint IMEKO TC1-TC7-TC13-TC18 Symposium, St Petersburg, Russian Federation.

Nguyen, T. K. C., & Milligan, S. (2019). Development of progressions of general competencies as an essential measure facilitating implementation of competency-based education in Vietnam. Paper presented at the 1st International Conference on Innovation in Learning Instruction and Teacher Education: Competency-based Learning and Teacher Training, Hanoi, Vietnam.

Shum, S. B., Thompson, D., Musarrat, M., Zhang, Z. H., & Joksimovic, S. (2019). #C21LA: tracking & assessing 21st century competencies with learning analytics. Paper presented at the Australian Learning Analytics Summer Institute, Wollongong, NSW. https://www.bing.com/search?q=Australian+Learning+Analytics+Summer+Institute+2019&qs=n&form=QBRE&sp=-1&pq=australian+learning+analytics+summer+institute+2019&sc=0-51&sk=&cvid=889BFAF0C98D4D64861BF426C69EA66E

Szymakowski, J. (2019). Like-ability peer interactions and grouping in an engineering classroom. Paper presented at the 30th Annual Conference for the Australasian Association for Engineering Education, Brisbane, Qld. https://www.researchgate.net/publication/337962654_Like-ability_peer_interactions_and_grouping_in_an_engineering_classroom

Zhang, Z. H. (2019). Asymptotic standard errors of polytomous GPCM true score equating by response function equating methods. Paper presented at the National Council on Measurement in Education Annual Meeting 2019, Toronto, Canada.

Online modules

English, N., Robertson, P., & Pietzner, J. (Producer). (2019). VCAA Formative Assessment Module 2: Develop a Formative Assessment Rubric. Retrieved from
https://www.vcaa.vic.edu.au/assessment/f-10assessment/formative-assessment/DevelopFormativeAssessmentRubrics/Pages/Module2DevelopFormativeAssessmentRubric.aspx

English, N., Robertson, P., & Pietzner, J. (Producer). (2019). VCAA Formative Assessment Module 5: Moderate. Retrieved from https://www.vcaa.vic.edu.au/assessment/f-10assessment/formative-assessment/DevelopFormativeAssessmentRubrics/Pages/Module5Moderate.aspx

English, N., Robertson, P., & Pietzner, J. (Producer). (2019). VCAA Formative Assessment Module 6: Interpret and Use Evidence. Retrieved from
https://www.vcaa.vic.edu.au/assessment/f-10assessment/formative-assessment/DevelopFormativeAssessmentRubrics/Pages/Module6InterpretUseEvidence.aspx

English, N., Robertson, P., & Pietzner, J. (Producer). (2019). VCAA Formative Assessment Module 7: Improve Rubrics. Retrieved from https://www.vcaa.vic.edu.au/assessment/f-10assessment/formative-assessment/DevelopFormativeAssessmentRubrics/Pages/Module7Improve-Rubrics.aspx

English, N., Robertson, P., & Pietzner, J. (Producer). (2019). VCAA Formative Assessment Module 9: Refine the Task. Retrieved from https://www.vcaa.vic.edu.au/assessment/f-10assessment/formative-assessment/DevelopFormativeAssessmentRubrics/Pages/Module9RefineTask.aspx

Robertson, P., English, N., & Pietzner, J. (Producer). (2019). VCAA Formative Assessment Module 1: Describe a Learning Continuum. https://www.vcaa.vic.edu.au/assessment/f-10assessment/formative-assessment/DevelopFormativeAssessmentRubrics/Pages/Module1DescribeLearningContinuum.aspx

Robertson, P., English, N., & Pietzner, J. (Producer). (2019). VCAA Formative Assessment Module 3: Design a Task. https://www.vcaa.vic.edu.au/assessment/f-10assessment/formative-assessment/DevelopFormativeAssessmentRubrics/Pages/Module3DesignTask.aspx

Robertson, P., English, N., & Pietzner, J. (Producer). (2019). VCAA Formative Assessment Module 4: Collect Evidence. https://www.vcaa.vic.edu.au/assessment/f-10assessment/formative-assessment/DevelopFormativeAssessmentRubrics/Pages/Module4CollectEvidence.aspx

Robertson, P., English, N., & Pietzner, J. (Producer). (2019). VCAA Formative Assessment Module 8: Refine the Learning Continuum. https://www.vcaa.vic.edu.au/assessment/f-10assessment/formative-assessment/DevelopFormativeAssessmentRubrics/Pages/Module8RefineLearningContinuum.aspx

Pursuit Articles

Milligan, S. (2019). An Alternative to ATAR. https://pursuit.unimelb.edu.au/articles/an-alternative-to-atar

Milligan, S. (2019). Assessing what we value, not valuing what we assess. https://pursuit.unimelb.edu.au/articles/assessing-what-we-value-not-valuing-what-we-assess

Technical Briefs

Wu, M., & Nguyen, C. (2019). The Impact of Measurement Error on the Estimation of Growth Measures. https://education.unimelb.edu.au/__data/assets/pdf_file/0007/3361138/The-Impact-of-Measurement-Error-on-the-Estimation-of-Growth-Measures.pdf

Wu, M. L., & Nguyen, C. (2019). The relationship between test length and the number of respondents misclassified in levels. https://education.unimelb.edu.au/__data/assets/pdf_file/0006/3361137/The-relationship-between-test-length-and-the-number-of-respondents-misclassified-in.pdf

2018

Journal Articles

Ahonen, A., & Harding, S.-M. (2018). Assessing online collaborative problem solving among school children in Finland: A case study using ATC21S in a national context. International Journal of Learning, Teaching and Educational Research, 17(2), 138-158.

Alom, M., & Awwal, N. (2018). SEMGD: Scoring engine for multiplayer game design. Computer Game Development and Education, 1(1), 44-54.

Alom, B. M, Courtney, M. G. R.  "Educational Data Mining: A Case Study Perspectives from Primary to University Education in Australia", International Journal of Information Technology and Computer Science(IJITCS), Vol 10 (2), pp 1-9, February 2018.

Collier, T., Morell, L., & Wilson, M. (2018). Exploring the item features of a science assessment with complex tasks. Measurement, 14(16-24).

Courtney, M. G. R., & Chang, K. (2018). Dealing with non-normality: An introduction and step-by-step guide using R. Teaching Statistics, 40(2), 51-59.

Fleming, D., Wilson, M., & Ahlgrin-Delzell, L. (2018). Using item response theory to describe the Nonverbal Literacy Assessment (NVLA). Psychology in the Schools, 55, 341-349.

Gochyyev, P., & Wilson, M. (2018). Hierarchical and higher-order factor structures in the Rasch tradition: А didactic. Journal of Applied Measurement, 19(4), 338-362.

Junpeng, P., Inprasitha, M., & Wilson, M. (2018). Modelling of the open-ended items for assessing multiple proficiencies in mathematical problem solving. The Turkish Online Journal of Educational Technology, Special Issue for INTE 2018.

Lee-Morgan, J., Courtney, M. G. R., & Muller, M. (2018). New Zealand Māori-medium teacher education: An examination of students' academic confidence and preparedness. Asia-Pacific Journal of Teacher Education.

Nguyen, C., Courtney, M. G. R., & Gillis, S. (2018). Factors affecting primary school achievement in Botswana: A multilevel model for general student performance. International Journal of Quantitative Research in Education, 4(3), 218-239.

Nguyen, C., Griffin, P., & Wu, M. (2018). Test equating for measuring system progress in longitudinal large-scale surveys of student academic achievement. Journal of Physics: Conference Series, 1044(012064).

Nhan, T. T., & Nguyen, H. C. (2018). Quality challenges in transnational higher education under profit-driven motives: The Vietnamese experience. Issues in Educational Research, 28(1), 138-152.

Pöysä-Tarhonen, J., Care, E., Awwal, N., & Häkkinen, P. (2018). Pair interactions in online assessments of collaborative problem solving: Case-based portraits. Research and Practice in Technology Enhanced Learning, 13(12), 1-29.

Wilson, M. (2018). Making measurement important for education: The crucial role of classroom assessment. Educational Measurement: Issues and Practice, 37(1), 5-20.

Wilson, M., Scalise, K., & Gochyyev, P. (2018). Domain modelling for advanced learning environments: The BEAR Assessment System Software (BASS). Educational Psychology.

Authored Book

Milligan, S., Kennedy, G., & Israel, D. (2018). Assessment, credentialing and recognition in the digital era: Recent developments in a fertile field. Centre for Strategic Education Seminar Series, 272.

Edited Books

Care, E., Griffin, P., & Wilson, M. (Eds.). (2018). Assessment and teaching of 21st Century skills: Research and applications. Dordrecht: Springer.

Griffin, P. (Ed.) (2018). Assessment for Teaching: Second Edition. Melbourne: Cambridge University Press.

Book Chapters

Adams, R., Wu, M., & Wilson, M. (2018). ACER ConQuest. In W. van der Linden (Ed.), Handbook of Item Response Theory, Volume Three: Applications (pp. 495-506). New York: CRC Chapman & Hall.

Azim, F. (2018). An analysis of the Secondary School Certificate examination: The case of creative questions. In R. Chowdhury, M. Sarkar, F. Mojumder, & M. Roshid (Eds.), Engaging in Educational Research: Revisiting Policy and Practice in Bangladesh (pp. 221-238). Singapore: Springer.

Care, E. (2018). Twenty-first century skills: From theory to action. In E. Care, P. Griffin, & M. Wilson (Eds.), Assessment and teaching of 21st Century skills: Research and applications (pp. 3-17). Dordrecht: Springer.

Care, E., & Kim, H. (2018). Assessment of twenty-first century skills: The issue of authenticity. In E. Care, P. Griffin, & M. Wilson (Eds.), Assessment and teaching of 21st century skills: Research and applications (pp. 21-39). Dordrecht: Springer.

Care, E., Robertson, P., & Ferido, M. (2018). Learning progression models that support learning at the bottom of the pyramid. In D. A. Wagner, S. Wolf, & R. F. Boruch (Eds.), Learning at the Bottom of the Pyramid: Science, Measurement, and Policy in Low-Income Countries. Paris: IIEP-UNESCO.

De Blasio, H., & Francis, M. (2018). Case study: Wilderness School, Adelaide, South Australia. In P. Griffin (Ed.), Assessment for Teaching: Second Edition (pp. 266-280). Melbourne: Cambridge University Press.

Griffin, P. (2018). Assessment as the search for evidence of learning. In P. Griffin (Ed.), Assessment for Teaching: Second Edition (pp. 14-25). Melbourne: Cambridge University Press.

Griffin, P. (2018). Interpreting data to evaluate growth. In P. Griffin (Ed.), Assessment for Teaching: Second Edition (pp. 226-246). Melbourne: Cambridge University Press.

Griffin, P. (2018). Introduction. In P. Griffin (Ed.), Assessment for Teaching: Second Edition (pp. 1-13). Melbourne: Cambridge University Press.

Griffin, P., English, N., Nibali, N., Harding, S.-M., & Graham, L. (2018). Self-regulated teaching and learning. In P. Griffin (Ed.), Assessment for Teaching: Second Edition (pp. 141-160). Melbourne: Cambridge University Press.

Griffin, P., & Francis, M. (2018). Building a development progression. In P. Griffin (Ed.), Assessment for Teaching: Second Edition (pp. 161-197). Melbourne: Cambridge University Press.

Griffin, P., & Francis, M. (2018). Writing rubrics. In P. Griffin (Ed.), Assessment for Teaching: Second Edition (pp. 113-140). Melbourne: Cambridge University Press.

Griffin, P., Francis, M., & Robertson, P. (2018). Collaborative teaching teams. In P. Griffin (Ed.), Assessment for Teaching: Second Edition (pp. 26-42). Melbourne: Cambridge University Press.

Griffin, P., Francis, M., & Robertson, P. (2018). Guttman analysis. In P. Griffin (Ed.), Assessment for Teaching: Second Edition (pp. 198-225). Melbourne: Cambridge University Press.

Griffin, P., Francis, M., & Robertson, P. (2018). Judgement-based assessment. In P. Griffin (Ed.), Assessment for Teaching: Second Edition (pp. 90-112). Melbourne: Cambridge University Press.

Griffin, P., Rickards, F., & Francis, M. (2018). Competence assessment: A clinical approach. In P. Griffin (Ed.), Assessment for Teaching: Second Edition (pp. 43-76). Melbourne: Cambridge University Press.

Pavlovic, M., Awwal, N., Griffin, P., & Alom, M. (2018). Conducting assessments: Making sure the evidence of learning is interpretable. In P. Griffin (Ed.), Assessment for Teaching: Second Edition (pp. 77-89). Melbourne: Cambridge University Press.

Scoular, C., & Care, E. (2018). Teaching twenty-first century skills: Implications at system levels in Australia. In E. Care, P. Griffin, & M. Wilson (Eds.), Assessment and teaching of 21st Century skills: Research and applications (pp. 145-162). Dordrecht: Springer.

Wilson, M., Scalise, K., & Gochyyev, P. (2018). Intersecting learning analytics and measurement science in the context of ICT literacy assessment. In E. Care, P. Griffin, & M. Wilson (Eds.), Assessment and teaching of 21st Century skills: Research and applications (pp. 211-223). Dordrecht: Springer.

Wilson, M., Scalise, K., & Gochyyev, P. (2018). Learning in digital networks as a modern approach to ICT literacy. In E. Care, P. Griffin, & M. Wilson (Eds.), Assessment and teaching of 21st Century skills: Research and applications (pp. 181-210). Dordrecht: Springer.

Woods, K., & Coles-Janess, B. (2018). Developmental assessment for students with additional needs. In P. Griffin (Ed.), Assessment for Teaching: Second Edition (pp. 247-265). Melbourne: Cambridge University Press.

Reference Book Sections

Courtney, M. G. R. (2018). Pearson correlation coefficient. In B. B. Frey (Ed.), The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation (Vol. 3, pp. 1228-1233). Thousand Oaks, CA: SAGE.

Courtney, M. G. R. (2018). Repeated measures analysis of variance. In B. B. Frey (Ed.), The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation (Vol. 3, pp. 1402-1407). Thousand Oaks, CA SAGE.

Courtney, M. G. R. (2018). SPSS. In B. B. Frey (Ed.), The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation (Vol. 4, pp. 1576-1583). Thousand Oaks, CA: SAGE.

Refereed Conference Papers

Awwal, N., & Griffin, P. (2018). Design considerations for 21st century educational assessments. Paper presented at the 12th European Conference on Games Based Learning (ECGBL 18), SKEMA Business School, Sophia Antipolis, France, 4-5 October 2018.

Balt, M., White, E., & Strickland, J. (2018). Developing arguments for the validity of Australian assessment and reporting tools in international contexts: Piloting a translated version of selected SWANs tools in Germany as an initial step. Paper presented at the Australian Association for Research in Education Conference, Sydney, 2-6 Dec.

Chen, Y., & Wilson, M. (2018). Measuring orthographic processing: An application of item response theory. Paper presented at the American Educational Research Association Annual Meeting, New York, 13-17 April.

Gochyyev, P., Sussman, J., & Wilson, M. (2018). Investigating public understanding of educational measurement: Communicating psychometric methods and outcomes. Paper presented at the National Council on Measurement in Education Annual Meeting, New York, 12-16 April.

Kamei, T. (2018). Thinking skills instructional strategies: Teaching students to be better thinkers. Paper presented at the Australian Association of Special Education Annual Conference, 8-10 July, Cairns.

Kim, J., & Wilson, M. (2018). Polytomous item explanatory IRT models: An application to Carbon Cycle assessment data. Paper presented at the American Educational Research Association Annual Meeting, New York, 13-17 April.

Wihardini, D., & Wilson, M. (2018). Background information and school clustering effects on students’ opportunity-to-learn in PISA 2012. Paper presented at the National Council on Measurement in Education Annual Meeting, New York, 12-16 April.

Wilson, M., & Gochyyev, P. (2018). Investigating response profiles using a constrained mixture rating scale model. Paper presented at the American Educational Research Association Annual Meeting, New York, 13-17 April.

Zhang, Z. (2018). Standard errors of IRT true-score equating: A multiple-imputation approach. Paper presented at the National Council on Measurement in Education Annual Meeting, New York, 12-16 Apr.

Zhang, Z., Wilson, M., Alom, M., Awwal, N., & Griffin, P. (2018). Adopting a process perspective on collaborative problem solving. Paper presented at the National Council on Measurement in Education Annual Meeting, New York, 12-16 Apr.

Commissioned Reports

Gillis, S., English, N., Gurr, D., Drysdale, L., McGaw, B., Robertson, P., . . . Collins, M. (2018). Aspiring Principals Capstone Assessment Process: Pilot Study Report. Report prepared for Bastow Institute of Educational Leadership. Melbourne: Assessment Research Centre.

Harding, S.-M., Griffin, P., Graham, L., English, N., Nibali, N., & Alom, M. (2018). Realising the potential for Australia’s high capacity students: Findings and recommendations. Report prepared for Victorian Department of Education and Training. Melbourne: Assessment Research Centre.

Robertson, P., & Pietzner, J. (2018). Formative Assessment Guide: Literacy and Numeracy. Report prepared for Victorian Curriculum and Assessment Authority. Melbourne: Assessment Research Centre.

Harding., S., Griffin., P., Graham., L., Arnup., J., Szymakowski, J., English., N., Nibali., N., Alom, BM., and Zhang., Z. (2018). Achieving mathematics growth for high capacity students: Realising the potential for Australia’s high capacity students. Assessment Research Centre, Melbourne Graduate School of Education.

Harding., S., Nibali., N., Griffin., P., Graham., L., Arnup., J., English., N., Alom, BM., & Zhang., Z. (2018). Achieving reading comprehension growth for high capacity students: Realising the potential for Australia’s high capacity students. Assessment Research Centre, Melbourne Graduate School of Education.

Harding., S., Nibali., N., English., N., Griffin., P., Graham., L., Alom, BM., and Zhang., Z. (2018). Self-regulated learning in the classroom: Realising the potential for Australia’s high capacity students. Assessment Research Centre, Melbourne Graduate School of Education.

Harding., S., Griffin., P., Graham., L., English., N., Nibali., N., & Alom, BM. (2018). Findings and recommendations from realising the potential for Australia’s high capacity students. Assessment Research Centre, Melbourne Graduate School of Education.

Magazine Article

Harding, S.-M. (2018). High performing students regulate their own learning. Teacher.

Theses

Gale, L. (2018). The acquisition of goal-directed movement: Developing and reporting a measure of learning readiness for use in classroom settings with students with motor performance needs. (PhD), University of Melbourne, Melbourne. Retrieved from

Strickland, J. (2018). The design and use of a learning progression of emergent numeracy to support the instruction of students with intellectual and developmental disability. (PhD), University of Melbourne, Melbourne. Retrieved from

2017

Journal articles

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.

Book chapters

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.

Research reports

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.

Website articles

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.

2016

Journal Articles

Alom, M.B.M. (2016). Web Data Mining: Views of Criminal Activities. European Journal of Computer Science and Information Technology. 4 (4). pp. 28-40.

Alom, M.B.M, Scoular, C. & Awwal, N. (2016). Multiplayer Game Design: Performance Enhancement with Employment of Novel Technology. International Journal of Computer Applications. 145 (1). pp. 27-32. doi:http://dx.doi.org/10.5120/ijca2016910545

Care, E., Scoular, C. & Griffin, P. (2016). Assessment of collaborative problem solving in education environments. Applied Measurement in Education.

Vista, A., Awwal, N., & Care, E. (2016). Sequential actions as markers of behavioural and cognitive processes: Extracting empirical pathways from data streams of complex tasks. Computers & Education. 92-93. pp. 15-36.

Tayler, C., Cloney, D., Adams, R., Ishimine, K., Thorpe, K., & Nguyen, C. (2016). Assessing the effectiveness of Australian early childhood education and care programs: study protocol. BMC Public Health.

Niklas, F., Nguyen, C., Cloney, D., Tayler, C., & Adams, R. (2016). Self-report measures of the home learning environment in large scale research: Measurement properties and associations with key developmental outcomes. Learning Environments Research, 18(3).

Harding, S.-M., & Griffin, P. (2016). Rasch measurement of collaborative problem solving in an online environment. Journal of Applied Measurement, 17(1), 35-53.

Book Chapters

Care, E., & Beswick, B. (2016). Comparison and Countries. In D. Wyse, L. Hayward, & J. Pandya (Eds.), The SAGE handbook of curriculum, pedagogy and assessment (Vol. 2, pp. 928-945). London: SAGE.

2015

Books

Griffin, P., Care, E. (Eds.) (2015). Assessment and Teaching of 21st Century Skills: Methods and Approach. Educational Assessment in an Information Age. Dordrecht. Springer Science and Business Media.

Book chapters

Adams, R., Vista, A., Scoular, C., Awwal, N., Griffin, P., & Care, E. (2015). Automatic Coding Procedures for Collaborative Problem Solving. In P. Griffin and E. Care (Eds.) Assessment and Teaching of 21st Century Skills: Methods and Approach. Educational Assessment in an Information Age. Dordrecht. Springer Science and Business Media. pp. 115-132.

Awwal, N., Griffin, P., & Scalise, S. (2015). Platforms for Delivery of Collaborative Tasks. In P. Griffin and E. Care (Eds.) Assessment and Teaching of 21st Century Skills: Methods and Approach. Educational Assessment in an Information Age. Dordrecht. Springer Science and Business Media. pp. 105-114.

Care, E., Scoular, C., & Bui, M. (2015). Australia in the Context of the ATC21S Project. In P. Griffin and E. Care (Eds.) Assessment and Teaching of 21st Century Skills: Methods and Approach. Educational Assessment in an Information Age. Dordrecht. Springer Science and Business Media. pp. 183-198.

Care, E., Griffin, P., Scoular, C., Awwal, N., & Zoanetti, N., (2015). Collaborative Problem Solving Tasks. In P. Griffin and E. Care (Eds.) Assessment and Teaching of 21st Century Skills: Methods and Approach. Educational Assessment in an Information Age. Dordrecht. Springer Science and Business Media. pp. 85-104.

Griffin, P., Care. E. (2015). The ATC21S Method. In P. Griffin and E. Care (Eds.) Assessment and Teaching of 21st Century Skills: Methods and Approach. Educational Assessment in an Information Age. Dordrecht. Springer Science and Business Media. pp. 3-36.

Griffin, P., Care, E. & Harding, S. (2015). Task Characteristics and Calibration. In P. Griffin and E. Care (Eds.) Assessment and Teaching of 21st Century Skills: Methods and Approach. Educational Assessment in an Information Age. Dordrecht. Springer Science and Business Media. pp. 133-182.

Hesse, F., Care, E., Buder, J., Sassenberg, K., & Griffin, P. (2015). A Framework for Teachable Collaborative Problem Solving Skills. In P. Griffin and E. Care (Eds.) Assessment and Teaching of 21st Century Skills: Methods and Approach. Educational Assessment in an Information Age. Dordrecht. Springer Science and Business Media. pp. 37-56.

Milligan, S., & Griffin, P. (2015). Mining a MOOC: What our MOOC taught us about professional learning, teaching and assessment. In E. McKay and J. Lenarcic (Eds.) Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predications for the Future. Hershey, PA: IGI Global. pp. 1-24. doi:10.4018/978-1-4666-8324-2.

Woods, K., Mountain, R., & Griffin, P. (2015). Linking Developmental Progressions to Teaching. In P. Griffin and E. Care (Eds.) Assessment and Teaching of 21st Century Skills: Methods and Approach. Educational Assessment in an Information Age. Dordrecht. Springer Science and Business Media. pp. 267-292.

Refereed Journal Articles

Vista, A., Care, E., & Griffin, P. (2015). Development of an online test of problem solving ability that minimises the extraneous differential effects of language background and subsequent validation through a large-scale DIF analysis. International Journal of Educational Research. 69, pp. 71-87.

Vista, A., Care, E., & Griffin, P. (2015). A new approach towards marking large-scale complex assessments: Developing a distributed marking system that uses an automatically scaffolding and rubric-targeted interface for guided peer-review. Assessing Writing. 24, pp. 1-15.

2014

Books

Griffin, P. (Eds) (2014). Assessment for Teaching. Melbourne: Cambridge University Press.

Book chapters

Care, E. (2014). The approach in action: A Case Study at Warragul Regional College. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp. 250-264.

Griffin, P. (2014). International Student Assessment (PISA). In Phillips DC (ed), Encyclopedia of Educational Theory and Philosophy. Thousand Oaks, United States: Sage Publications, pp. 423-426.

Care, E., & Griffin, P. (2014). Cultural Change and Assessment. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp. 91-106.

Care, E., Griffin, P., Zhang, Z., & Hutchinson, D. (2014). Large-scale testing and its contribution to learning. In C. Wyatt-Smith, V. Klenowski, and P. Colbert (Eds.), The Enabling Power of Assessment. Dordrecht: Springer.

Francis, M. & Griffin, P., (2014). School leaders and Assessment. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp 293-311.

Francis, M., Robertson, P., & Hutchinson, D. (2014). Team-Based Interpretation. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp 69-90

Griffin, P., (2014). FAQ for PLT. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp 278-292.

Griffin, P., (2014)., Serendipity and an Accidental Psychometrician. In M. de Ibarrola and D.C Phillips (Eds)., Leaders in Educational Research: Intellectual Self Portraits by Fellows of the International Academy of Education. Netherlands: Sense Publishers, pp. 75-93.

Griffin, P., & Care, E. (2014). Assessment is for Teaching. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp 1-12.

Griffin, P., & Care, E. (2014). Test construction. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp 156-173.

Griffin, P., Care, E., Crigan, J., Robertson, P., Zhang, Z. & Arratia-Martinez, A. (2014). The influence of evidence-based decisions by collaborative teacher teams on student achievement. In S. Billet., C. Harteis & H. Gruber, International Handbook on Research in Professional and Practice-based Learning. Dordrecht: Springer.

Griffin, P., & Robertson, P. (2014). Professional Learning Teams and Decision Making. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp 13-25.

Griffin, P., & Robertson, P (2014). Judgement-based Assessment. In P. Griffin (Ed.),Assessment for Teaching. Melbourne: Cambridge University Press. pp 107-124.

Griffin, P., & Robertson, P. (2014). Writing Assessment Rubrics. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp 125-155.

Griffin, P., & Robertson, P. (2014). Deriving a Criterion Referenced Framework. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp 174-186.

Griffin, P., & Robertson, P and Hutchinson, D. (2014). Modified Guttman Analysis. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp 187-211.

Griffin, P., & Robertson, P and Hutchinson, D. (2014). Interpreting Data to Evaluate Progress. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp 212-233.

Griffin, P., Care, E., Francis, M., & Scoular, C. (2014). The role of assessment in improving learning in a context of high accountability. In C. Wyatt-Smith, V. Klenowski, and P. Colbert (Eds.), The Enabling Power of Assessment. Dordrecht: Springer.

Hutchinson, D, Francis, M. and Griffin, P. (2014). Developmental Teaching and Assessment. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp 26-57.

Pavlovic, M., Awwal, A., Mountain, R., & Hutchinson, D. (2014). Conducting Assessments. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp 58-68.

Woods, K., & Mountain, R. (2014). Developmental Assessment for Students with Additional Needs. In P. Griffin (Ed.), Assessment for Teaching. Melbourne: Cambridge University Press. pp 234-249.

Refereed Journal Articles

Bui, M. & Birney, D. (2014). Learning and individual differences in Gf processes and Raven's. Learning and Individual Differences. 32: 104-113

Fong, R. W. T., Lee, J. C. K., Chang, C. Y., Zhang, Z. H., Ngai, A. C. Y., & Lim, C. P. (2014). Digital teaching portfolio in higher education: Examining colleagues' perceptions to inform implementation strategies. The Internet and Higher Education. 20: 60-68.

Griffin, P. (2014). Performance Assessment of Higher Order Thinking. Journal of Applied Measurement. 15 (1): 53-68

Kong, S. C., Chan, T.-W., Griffin, P., Hoppe, U., Huang, R., Kinshuk, Looi, C. K., Milrad, M., Norris, C., Nussbaum, M., Sharples, M., So, W. M. W., Soloway, E., & Yu, S. (2014). E-learning in School Education in the Coming 10 Years for Developing 21st Century Skills: Critical Research Issues and Policy Implications. Educational Technology & Society. 17(1): 70–78.

Unrefereed Journal Articles

Care, E., (21 January 2014), Assessing 21st century skills. Perspective Paper for the Centre for Education Research and Practice.

Reports

Assessment Research Centre (2014). Annual Report 2012-2013. University of Melbourne: 44.

2013

Book Chapters

Griffin, P., Bui, M., & Care, E. (2013). Understanding and Analysing 21st Century Skills Learning Outcomes Using Assessments. In Rosemary Luckin, Sadhana Puntambekar, Peter Goodyear, Barbara L Grabowski, Joshua Underwood, Niall Winters (Ed.), Handbook of Design in Educational Technology (pp. 512): Routledge.

Griffin, P., Care, E., Bui, M. & Zoanetti, N. (2013). Development of the Assessment Design and Delivery of Collaborative Problem Solving in the Assessment and Teaching of 21st Century Skills Project. ePedagogy in Online Learning: New Developments in Web Mediated Human Computer Interaction. E. McKay (eds). Hershey, PA, IGI Global.

Griffin, P., Care, E., Robertson, P., Crigan, J., Awwal, N., & Pavlovic, M. (2013). Assessment and Learning Partnerships in an Online Environment. ePedagogy in Online Learning: New Developments in Web Mediated Human Computer Interaction. E. McKay (eds). Hershey, PA, IGI Global.

Nguyen, C.T.K, & Griffin, P. (2013), Influences on achievement and withdrawal in rural Vietnam: Application of Structural Equation Modelling, in Progress in Education, Volume 29. R.V Nata (Ed.): Nova Science Publishers

Journal Articles

Adams, R.J., Lietz, P., & Berezner, A. (2013). On the use of rotated context questionnaires in conjuction with multilevel item response models. Large-scale Assessments in Education, Vol 1 (5)

Nicholson, P., Griffin, P., Gillis, S., Wu, M. & Dunning, T. (2013), Measuring nursing competencies in the operating theatre: Instrument development and psychometric analysis using Item Response Theory, Nurse Education Today, Vol 33, pp. 1088-1093

T.K.C. Nguyen, & P.Griffin, (2013), Developing of Two Instruments to Measure Attitudes of Vietnamese Parents and Students toward Schooling, Journal of Applied Measurement, 14 (3), 282-298

Vista, A. (2013). The role of reading comprehension in maths achievement growth: Investigating the magnitude and mechanism of the mediating effect on maths achievement in Australian classrooms. International Journal of Educational Research. Vol. 62, pp. 21-35.

Woods, K., & Griffin, P., (2013). Judgement-based performance measures of literacy for students with additional needs: Seeing students through the eyes of experienced special education teachers. Assessment in Education: Principles, Policy & Practice, 20(3), 325-348.

Yin, H. B., Lee, J.C.K., Zhang, Z. H., & Jin., Y. L. (2013). Exploring the relationship among teachers' emotional intelligence, emotional labor strategies and teaching satisfaction. Teaching and Teacher Education, 35, 137-145.

Unrefereed Articles

Griffin, P. (2013). Old school or new school? Teach future skills and traditional subjects together. The Conversation. Published 17 September 2013.

Conference Papers

Robertson, P. (2013). Measuring the Development of Professional Learning Teams. International Conference on Thinking, 21-25 January 2013. Wellington, New Zealand.

Arratia Martinez, A., Griffin, P. & Care, E. (2013). Teachers' metacognition: The influence of changes from a deficit to a developmental approach to assessment. International Conference on Thinking, 21-25 January 2013, Wellington, NZ.

Reports

Griffin, P., Care, E., Francis, M., Hutchinson, D., Arratia-Martinez, A. & McCabe, C (2013), Assessment and Learning Partnerships: The influences of teaching practices on student achievement. University of Melbourne.

Griffin, P., Care, E., & Robertson, P. (2013). Literacy Assessment Project 2012. Report submitted to the Catholic Education Office, Melbourne.

2012

Book Chapters

Griffin, P., & Care, E., (2012). Pathways of Educational Leadership: Monitoring and Developing Skill Levels Among Educational Leaders in Australia, in Volante, L. (ed) School Leadership in the Context of Standards-Based Reform. Netherlands, Springer, 95-120. Available in both hard copy and electronic form, through this Springer webpage.

Conference Papers

Griffin, P., Care, E., Francis, M., Hutchinson, D., & Pavlovic, M. (2012). The influence of teaching strategies on student achievement in higher order skills. Paper presented at the ACER Research Conference 2012. School Improvement: What does research tell us about effective strategies? Sydney Convention and Exhibition Centre, Darling Harbour, NSW.

Nguyen, T. K. C., & Griffin, P. (2012). Interaction between poverty, gender stereo type, and student outcomes: Findings from surveys of student outcomes in Vietnam. Comparative and International Education Society Annual Conference, San Juan, Puerto Rico, 22-27 April 2012.

Edited Books

Griffin, P., McGaw, B., & Care, E., Ed. (2012). Assessment and Teaching of 21st Century Skills. Dordrecht, Springer. Available in both hard copy and electronic form, through this Springer webpage.

Educational and Psychological Measurement. 72(4): 547–573.

Kettler, R. J., Elliot, S.N, Davies, M., Griffin, P (2012). Testing a multi-stage screening system: Predicting performance on Australia's national achievement test using teachers' ratings of academic and social behaviours. School Psychology International 33(1): 93-111.

Rice, S., Care, E.,Griffin, P. (2012). Compulsory literacy and numeracy exit standards for senior secondary students: the right direction for Australia? Australian Journal of Education 56(1): Article 4.

Rice, S., Griffin, P., Care, E. & McPherson, J. (2012). Compulsory hurdle literacy and numeracy requirements for senior secondary students: What do the stakeholders think? Research in Post-Compulsory Education, 17(2).

Stead, G., Perry, J., Munka, L., Bonnett, H., Shiban, A., & Care, E. (2012). Qualitative research in career development: content analysis from 1990 to 2009. International Journal for Educational and Vocational Guidance, 12 (2): 105-122.

Reports

Griffin, P., Care, E., & Robertson, P. (2012). CEOM LAP Report 2011. Report submitted to the Catholic Education Office Melbourne.

Care, E., Crigan, J., Zhang, Z., & Peach, L. (2012). CEO P-2 Project 3: Effective Tools for Assessing P-2 Reading Development. Report to the Catholic Education Office. Melbourne: Assessment Research Centre.

Care, E., V, Y., Adams, R., & Griffin, P. (2012). National Assessment Program Information and Communication Technologies Literacy Assessment Framework Review. Report to Department of Education, Employment and Workplace Relations. Melbourne: Assessment Research Centre.

Griffin, P., Woods, K., & Awwal, N. (2012). Abilities Based Learning and Education Support for Students with Additional Needs. Report to the Department of Education and Early Childhood Development, Victoria. Melbourne: Assessment Research Centre.

Scoular, C., & Care, E. (2012). Best practice in developing and monitoring metacognitive skills and capabilities for children and young people to engage in assessment for learning. Report to Department of Education and Early Childhood Development, Victoria. Melbourne: University of Melbourne.

Assessment Research Centre (2011). ARC Annual Report 2011. Melbourne. Assessment Research Centre [PDF, 1.5 MB]

Theses

Chan, M. C. E. (2012). Standardised assessment in early literacy: reconciling different perspectives and methods. PhD thesis, Melbourne Graduate School of Education, The University of Melbourne.

Robertson, P. L. (2012). Measuring the development of professional learning teams. Masters by Coursework & Shorter thesis, Melbourne Graduate School of Education, The University of Melbourne.

Vista, A. (2012). The role of problem solving ability and reading comprehension skill in predicting growth trajectories of mathematics achievement between ESB and NESB students. PhD thesis, Melbourne Graduate School of Education, The University of Melbourne.

2011

Refereed Journal Article

Bull, G. J. (2011). "The Jobseeker Assessment of Employability: Preliminary Evidence." Australian Journal of Rehabilitation Counselling 17(12): 106-114.

Duong, M. T., Nguyen, T.K.C., & Griffin, P. (2011). Developing a Framework to Measure Process-orientated Writing Competence: A Case Study of Vietnamese EFL Students' Formal Portfolio Assessment. RELC Journal (Journal of Language Teaching and Research), 42(2), 167-186.

Patrick, L., Care, E., & Ainley, M. (2011). The relationship between vocational interests, self-efficacy and achievement in the prediction of educational pathways.Journal of Career Assessment. 19(1), 61-74.

Stead G., Perry J., Munka L., Bonnett H., Shiban A., Care E., (in press). (2011). Qualitative Research in Career Development: Content Analysis from 1990 to 2009. International Journal for Educational and Vocational Guidance.

Tsung-Hau J., Hak-Ping T., & Wu M.(2011). An Estimation of the Design Effect for the Two-Stage Stratified Cluster Sampling Design. Journal of Research in Education Sciences, 56(1), 33-65.

Vista, A., & Care, E. (2011). Gender differences in variance and means on the Naglieri Non-Verbal Ability Test: Data from the Philippines. British Journal of Educational Psychology, 81(2), 292–308.

Wu, M. (2011). The Use of NAPLAN Data for English Language Teaching. Idiom - Journal for the Victorian Association for the Teaching of English, 47(1), 38-41.

Wu, M. (2011). Using PISA and TIMSS Mathematics Assessments to Identify the Relative Strengths of Students in Western and Asian Countries. Journal of Research in Education Sciences, 56(1), 67-89

Unrefereed Journal Article

Griffin, P. (2011). Lead the Change Series. Q&A with Patrick Griffin. AERA Educational Change Special Interest Group, Issue No. 8 October 2011, 1-6.

Wu, M. (2011). The Reliability and the Validity of NAPLAN Results for Accountability Purposes. The Queensland Principal: Journal of the Queensland Association of State School Principals, 38(2), 15-20.

Reports

Assessment Research Centre (2011). Annual Report 2009-2010. Melbourne. Assessment Research Centre.

Care, E. and Griffin P. (2011) Curriculum Comparison Study for the Philippines Basic Education Sector: Inception Report. Report submitted to the Australian Agency for International Development (AusAID). Melbourne: Assessment Research Centre

Care, E. and Griffin P. (2011) Curriculum Comparison Study for the Philippines Basic Education Sector: Final Report: Part I. Report submitted to the Australian Agency for International Development (AusAID). Melbourne: Assessment Research Centre

Care, E. and Griffin P. (2011) Curriculum Comparison Study for the Philippines Basic Education Sector: Final Report: Part II Outcomes and Recommendations.Report submitted to the Australian Agency for International Development (AusAID). Melbourne: Assessment Research Centre

Care, E. and Griffin P. (2011) Curriculum Comparison Study for the Philippines Basic Education Sector: Final Report: Part III Technical Report. Report submitted to the Australian Agency for International Development (AusAID). Melbourne: Assessment Research Centre.

Griffin, P., Care, E. & Pettigrew, J. (2011). Literacy Assessment Project: 2010 Report. Report submitted to the Catholic Education Office Melbourne.

Care, E., Griffin, P., Crigan, J (2011). CEO P-2 Literacy Assessment Review Phase 3 Report. Report submitted to the Catholic Education Office, Victoria.

Conference Presentations

Nguyen, T. K. C., and Griffin, P. (2011). Gender differences in student achievement in Vietnam: Findings from the 2007 national survey of student achievement. Gender Equality in Education: Looking beyond parity. UNESCO, IIEP. Paris, 3-4 October 2011, UNESCO. The presentation is available here.

Theses

Duong, M. T. (2011). The development and validation of instruments to measure the process-oriented writing competence of Vietnamese EFL students. PhD thesis, Melbourne Graduate School of Education, The University of Melbourne.

KeshavarzMehr, N. (2011). The critical role of subjectivity at the item level in a test of spoken English: variability in rater estimations. PhD thesis, Melbourne Graduate School of Education, The University of Melbourne.

2010

Book Section

Griffin, P. (2010). Outcomes & Profiles: Changes in teachers' assessment practices. In C. Marsh (Ed.), Curriculum Over 30 Years. What have we achieved?(pp. 257-273): Australian Curriculum Studies Association Inc (Canberra).

Routitsky, A., Stacey. K., Turner, R., Wu, M. (2010). Learning Mathematics for Life: A Perspective from PISA. Paris, France: OECD.

Saito, M., & Van Cappelle, F. (2010). Monitoring the quality of education: Exploration of concept, methodology, and the link between research and policy. In International Perspectives on Education and Society (Vol. 13, pp. 3-34).

Zakaria, Z., & Care E. (2010). Resolving Issues and Concerns of ESL Reading Teachers through Professional Collaborative Practices In F. A. Majid & I. S. Ismail (Eds.), Reading on ESL: Reading and Writing Instruction (pp. 51-77). Malaysia: University Publication Centre (UPENA).

Conference Papers

Roberts, E., Griffin, P. (2010). Differing Progressions of Cognitive Skill Development for Students with Additional Learning Needs and Autism Spectrum Disorder. Paper presented at the AARE International Education Research Conference - 2010, Melbourne, Australia.

Woods, K., Griffin, P. (2010). Teachers' Use of Developmental Assessment to Support Communication Proficiency for Students with Additional Needs. Paper presented at the AARE International Education Research Conference - 2010, Melbourne, Australia.

Refereed Journal Article

Griffin, P., Murray, L., Care, E., Thomas, A., Perri, P. (2010). Developmental Assessment: Lifting literacy through Professional Learning Teams. Assessment in Education: Principles, Policy & Practice, 17(4), 383-397.

Nguyen, C., & Griffin, P. (2010). Factors influencing student achievement in Vietnam. Procedia Social and Behavioral Sciences 2, 1871–1877.

Rice, S. M. (2010). Getting our best teachers into disadvantaged schools: differences in the professional and personal factors attracting more effective and less effective teachers to a school. Educational Research for Policy and Practice, 9(3), 177-192.

Roberts, C., Rothnie, I., Zoanetti, N. & Crossley, J. (2010). Should candidate scores be adjusted for interviewer stringency or leniency in the multiple mini-interview? Medical Education, 44, 690–698.

Tran, H. P., Nguyen, C. and Griffin, P. (2010). Validating the university entrance English test to the Vietnam National University: A conceptual framework and methodology. Procedia - Social and Behavioral Sciences, 2(2), 1295-1304.

Vista, A., & Grantham, T. (2010). Effects of Parental Education Level on Fluid Intelligence of Philippine Public School Students. Journal of Psychoeducational Assessment, 28(3), 236-248.

Wu, M. (2010). Measurement, Sampling, and Equating Errors in Large-Scale Assessments. Educational Measurement: Issues and Practice, 29(4), 15-27.

Zoanetti, N. P. (2010). Interactive computer based assessment tasks: How problem-solving process data can inform instruction. Australasian Journal of Educational Technology, 26(5).

Unrefereed Journal

Woods, K., Coles-Janess, B., & Roberts, E. (2010b). Mining the Gold: Assessing students by ability, not disability. Teacher, April 2010, 34-37.

Wu, M. L. (2010). The Inappropriate Use of NAPLAN Data. Professional Voice,8(1), 21-25.

Reports

Assessment Research Centre. (2010). 2007/2008 Annual Report. Assessment Research Centre, University of Melbourne.

Care, E., Crigan, J., Griffin, P. (2010). Analysis of School Reporting, Assessment Tools and Processes Report #1. Report submitted to the Catholic Education Office, Victoria.

Care, E., Tsurutani, H., Crigan, J., Griffin, P (2010). CEO P-2 Literacy Assessment Review Phase 2 Report. Report submitted to the Catholic Education Office, Victoria.

Griffin, P., Woods, K., Mountain, R. (2010). The Abilities Based Learning and Support Model Project: Development of an Abilities Index: Stage One Report.Report submitted to the Victorian Department of Education and Early Childhood Development.

Griffin, P., Care, E., Tsurutani, H., Woods, K. (2010). Evaluation of the Ultra Mobile Personal Optimised Devices Trial in Victorian Schools (The Netbook Trial Evaluation): Phase Three and Four Report. Report submitted to the Department of Education and Early Childhood Development.

Griffin, P., Care, E., Pettigrew, J. (2010). Ultra Mobile Personal Optimised Devices Trial in Victorian Schools (The Netbook Trial Evaluation): Phase One Report. Report submitted to the Department of Education and Early Childhood Development.

Griffin, P., Care, E. & Pettigrew, J. (2010). Literacy Assessment Project: 2009 Report. Report submitted to the Catholic Education Office Melbourne.

Pettigrew, J., Rice, S. and Griffin, P. (2010). Western Metropolitan Region Blueprint Evaluation: Phase 1 Part 1: Context Analysis. Report submitted to the Western Metropolitan Region of the Victorian Department of Education and Early Childhood Development.

Rice, S., Griffin, P., Mountain, R., Van Cappelle, F. and Woods, K. (2010). Regional Network Evaluation 2010-2014: Phase 1: Baselines. Report submitted to the Victorian Department of Education and Early Childhood Development.

Rice, S., Pettigrew, J. and Griffin, P. (2010). Western Metropolitan Region Blueprint Evaluation: Phase 1 Input Analysis. Report submitted to the Western Metropolitan Region of the Victorian Department of Education and Early Childhood Development.

Wu, M. (2010). Comparing the Similarities and Differences of PISA 2003 and TIMSS. OECD Education Working Papers, No. 32, OECD Publishing

Theses

Bull, G. J. (2010). Employability skills in the world of welfare to work: an application of item response theory to criterion referenced testing. Doctorate, Melbourne Graduate School of Education, The University of Melbourne.

Woods, K. (2010). The design and validation of measures of communication and literacy to support the instruction of students with learning disabilities. PhD thesis, Melbourne Graduate School of Education, The University of Melbourne.

2009

Book Section

Adams, R. (2009). PISA: Frequently Answered Criticisms. PISA Science 2006: Implications for Science Teachers and Teaching. R. Bybee and B. McCrae. Arlington, VA, United States, NSTA Press: 39-48.

Griffin, P. (2009). Teachers' Use of Assessment Data. Educational assessment in the 21st century. C. M. Wyatt-Smith and J. J. Cumming, Springer: 187 - 212.

Tamassia, C. V., & Adams, R.J. (2009). International assessments and indicators: How will assessments and performance indicators improve educational policies and practices in a globalized society. The SAGE International Handbook of Educational Evaluation. K. R. R. a. J. B. Cousins, Sage: 213-230.

Conference Papers

Brown, P. M., E. Care, et al. (2009). Young Learners: Children's interests, intelligence, and play. 11th New Zealand Early Childhood Research Conference. Massey University, Palmerston North, NZ.

Griffin, P. (2009). Developmental frameworks for writing rubrics for teacher instructional competence. Seminar on Teacher Professional Standards. Shanghai.

Griffin, P. (2009). An empirical analysis of primary teacher standards in Vietnam. Seminar on Teacher Professional Standards. Shanghai.

Griffin, P. (2009). A review of the procedures in developing and validating APASO assessment protocols and instruments in Hong Kong. Melbourne, Assessment Research Centre: 14.

Griffin, P. and S. van der Berg (2009). The Southern African Consortium For Monitoring Education Quality: Moving Beyond 'League Tables' In Presenting International Evaluation Results To Policymakers. American Educational Research Association (AERA) Conference. San Diego.

Kettler, R., Elliott, S., Davies, M., & Griffin, P. (2009). Using Academic Enabler Nominations and Social Behavior Ratings to Predict Students Performance Level on Australia's National Achievement Test. American Educational Research Association (AERA) Conference. San Diego.

Tam, H. P. and M. Wu (2009). On a new approach to analyze two-tier items. Annual Conference of the American Educational Research Association. San Diego.

Wu, M. (2009). Issues in Large-scale Assessments. PROMS 2009. Hong Kong.

Wu, M. (2009). A Critical Comparison of the Contents of PISA and TIMSS Mathematics Assessments. Program for International Student Assessment (PISA) – What we can learn from PISA. Washington DC, USA, National Centre for Education Statistics.

Refereed Journal Article

Adams, R. and M. Wu (2009). "The Construction and Implementation of User-Defined Fit Tests for Use with Marginal Maximum Likelihood Estimation and Generalized Item Response Models." Journal of Applied Measurement 10(4): 355-370.

Beatty, L. and E. Care (2009). "Learning from their miscues: differences across reading ability and text difficulty." Australian Journal of Language and Literacy32(3): 226-244.

Care, E., Roberts, E., Thomas, A. (2009). "Effects of language background on measures of ability of children in their first year of school." The Australian Educational and Developmental Psychologist 26(1): 20-35.

Care, E. (2009). "Issues in Identifying Student Perceptions of Teaching Quality." Bulletin of Education and Research 31(1): 27-45.

Care, E. & Griffin, P. (2009). "Assessment is for Teaching." Independence 34(2): 56-59.

Coles-Janess, B. and P. Griffin (2009). "Mapping Transitions in Interpersonal Learning for Students With Additional Needs." Australasian Journal of Special Education 33(2): 141-150.

Frydenberg, E., Care, E., Freeman, E., & Chan, E (2009). "Interrelationships between Coping, School Connectedness and Wellbeing." Australian Journal of Education 53(3): 261-276.

Griffin, P. (2009). Literacy Improvement Strategies. Directions in Education. 18.

Monseur, C., & Adams, R.J. (2009). "Plausible Values: How to Deal with Their Limitations." Journal of Applied Measurement 10(3): 320-334.

Nicholson, P., Gillis, S., & Dunning, A. M. T. (2009). "The use of scoring rubrics to determine clinical performance in the operating suite." Nurse Education Today29: 73-82.

Remine, M., Care, E., & Grbic, M. (2009). "Deafness, Teacher-of-the-deaf Support and Self-concept in Australian Deaf Students." Deafness & Education International 11(3): 116-131.

Roberts, C., N. Zoanetti, et al. (2009). "Validating a multiple mini-interview question bank assessing entry-level reasoning skills in candidates for graduate-entry medicine and dentistry programmes." Medical Education 43: 350 - 359.

Roberts, E. and P. Griffin (2009). "Profiling Transitions in Emotional Development for Students with Additional Learning Needs." Australasian Journal of Special Education 33(2).

Vista, A. and T. Grantham (2009). "Transferability of norms and its implications in cross-cultural gifted education: norming Naglieri Nonverbal Ability Test (NNAT) in the Philippine public schools." Educational Research for Policy and Practice 8: 111-121.

Wu, M. (2009). "A Comparison of PISA and TIMSS 2003 achievement results in Mathematics." Prospects, UNESCO 39(1).

Zoanetti, N., P. Griffin, et al. (2009). "Rasch scaling procedures for informing development of a valid Fetal Surveillance Education Program multiple-choice assessment." BMC Medical Education 9(1): 20.

Unrefereed Journal

Care, E. (2009). The numbers never lie? Education Review: 12-13.

Wu, M. (2009). "Seeing Through Transparency." Educational Review.

Zoanetti, N. (2009). "Review of the book Assessing Academic English: Testing English proficiency, 1950-1989: The IELTS solution, by A. Davies." TESOL in Context 19(1): 59-63.

Reports

Griffin, P., & Woods, K. (2009). Evaluation of the Enhanced Native-speaking English Teacher Scheme in Secondary Schools: Final report. MCCP, The University of Melbourne.

Griffin, P., & Woods, K. (2009). Evaluation of the Enhanced Native-speaking English Teacher Scheme in Secondary Schools: Interim report. MCCP. Melbourne, The University of Melbourne.

2008

Books

Zhang, Y., N. Postlethwaite, et al. (2008). A View Inside Primary Schools. A World Education Indicators (WEI) cross-national study. Montreal, UNESCO Institute for Statistics: 290.

Book Section

Adams, R. and M. Wu (2008). The Construction and Implementation of User-Defined Fit Tests for Use with Marginal Maximum Likelihood Estimation and Generalised Item Response Models. Advances in Rasch Measurement. B. Duckor and N. Brown. 2.

Gillis, S. and P. Griffin (2008). Competency Assessment. Adult Education and Training. J. Athanasou. Sydney, David Barlow Publishing: 236-256.

Griffin, P. and A. Grisay (2008). Cuales son los principales estudios internacionales comparados? Estudios internacionales sobre la calidad de la educacion. K. Ross and I. J. Genevois. Paris, IIEP: 71 - 140.

Griffin, P. and N. Postlethwaite (2008). General characteristics of Grade 4 teachers and their teaching. A View Inside Primary Schools - A World Education Indicators (WEI) cross-national study. Y. Zhang, T. N. Postlethwaite and A. Grisay. Montreal, UNESCO Institute for Statistics: 133-154.

Conference Papers

Brown, P. M., E. Care, et al. (2008). The Young Learner's Project: Identifying personalised teaching strategies. Australian Research in Early Childhood Education Association 16th Annual Australian Research in Early Childhood Education Conference, Melbourne.

Care, E. (2008). Early Years Assessment of English. International Education Colloquium on Holistic Assessment, Kuching, Malaysia.

Care, E., A. Thomas, et al. (2008). Early learning differences in the context of language background. The International Counseling Psychology Conference. Chicago, American Psychological Association.

Griffin, P. (2008). Pathways of Educational Leadership: Standards for Monitoring and Developing Skill Levels in Educational Leaders. Asia-Pacific Conference on International Education. Shanghai.

Leigh-Lancaster, D., P. Norton, et al. (2008). The 2007 Common Technology Free Examination for Victorian Certificate in Education (VCE) Mathematical Methods and Mathematical Methods Computer Algebra System (CAS). 31st Annual Conference of the Mathematics Education Research Group of Australasia (MERGA). Brisbane.

Woods, K. and P. Griffin (2008). Profiling developmental pathways of communication and literacy for students with additional learning needs. National Conference of the Australian Association for Special Education. Fremantle.

Wu, M. (2008). A Comparison of PISA and TIMSS 2003 achievement results in Mathematics. AERA Annual Meeting. New York.

Wu, M. (2008). A holistic assessment environment catering for individual students (Invited paper). International Education Colloquium on Holistic Assessment. Kuching, Malaysia.

Wu, M. (2008). Improving the measurement of Reading scores by using mathematics and science scores (Keynote address). Pacific Rim Objective Measurement Symposium. Tokyo.

Wu, M. and M. Les (2008). An analysis of the differential performance skills of girls and boys on an English test. Pacific Rim Objective Measurement Symposium. Tokyo.

Refereed Journal Article

Nicholson, P., S. Gillis, et al. (2008). "The use of visual art in judging clinical competence in the operating suite. ." ACORN: The Official Journal of Perioperative Nurses in Australia 21(1): 20-26.

Remine, M., E. Care, et al. (2008). "Language Ability and Verbal and Nonverbal Executive Functioning in Deaf Students Communicating in Spoken English." The Journal of Deaf Studies and Deaf Education 13: 531-545.

Wu, M. and M. Les (2008). "The difference between boys and girls." EQ(Summer): 35-36.

Reports and Discussion Papers

Care, E. (2008). Discussion Paper: Assessment of literacy skills P - 2, Catholic Education Office Melbourne: 13.

Care, E. and P. Griffin (2008). Equivalence of benchmark texts. Melbourne, Assessment Research Centre : 16.

Frydenberg, E., E. Freeman, et al. (2008). "Enhancing Wellbeing and Learning in Middle Years Classrooms." Relationships, Wellbeing and Learning (RWL) Project Report.

Griffin, P., L. Murray, et al. (2008). Developmental assessment in literacy: 37.

Griffin, P., T. K. C. Nguyen, et al. (2008). Study in Teacher Quality: Report on study in scaling-up solutions, the implementation of teacher professional Profiles. Ministry of Education and Training, Vietnam School Education Quality Assurance Project. Melbourne, Assessment Research Centre : 24.

Nguyen, T. K. C., P. Griffin, et al. (2008). Study in Teacher Quality: Report on survey for primary school principals and teachers. Ministry of Education and Training, Vietnam School Education Quality Assurance Project. Melbourne, Assessment Research Centre: 160.

Postlethwaite, N. (2008). LAOS Grade 5 National Assessment Survey : 205.

Ure, C., P. Griffin, et al. (2008). Study in Teacher Quality: Report on solutions for improving primary school teachers' quality. Ministry of Education and Training, Vietnam School Education Quality Assurance Project. Melbourne, Assessment Research Centre: 62.

2007

Book Section

Griffin, P. (2007). Innovation in Learning: Global Vision or Dream. The Sage Handbook of Research in International Education. M. Hayden, J. Levy and J. Thompson. London, Sage Publications Ltd : 501.

Pavlovic, M. and N. Postlethwaite (2007). What were the baseline data for selected input data about pupils in Grade 5 in Laos?. National Assessment of Student Learning Outcomes (ASLO) Primary Grade 5. N. Postlethwaite and S. vongvichith. Vientiane, Laos, Ministry of Education.

Pavlovic, M. and N. Postlethwaite (2007). What were the characteristics of Grade 5 teachers and their classrooms?. National Assessment of Student Learning Outcomes (ASLO) Primary Grade 5. N. Postlethwaite and S. vongvichith. Vientiane, Laos, Ministry of Education.

Pavlovic, M. and N. Postlethwaite (2007). What were the characteristics of School Heads and schools?. National Assessment of Student Learning Outcomes (ASLO) Primary Grade 5. N. Postlethwaite and S. vongvichith. Vientiane, Laos, Ministry of Education.

Zoanetti, N. (2007). How equitably allocated were educational inputs to primary schools? How equitably distributed was pupil achievement between schools?. National Assessment of Student Learning Outcomes (ASLO) Primary Grade 5. N. Postlethwaite and S. Vongvichith. Vientiane, Laos, Ministry of Education.

Zoanetti, N. (2007). Technical Appendix One: Test analysis. National Assessment of Student Learning Outcomes (ASLO) Primary Grade 5. N. Postlethwaite and S. Vongvichith. Vientiane, Laos, Minstry of Education.

Zoanetti, N. (2007). Technical Appendix Two: Sample weights, standard errors and rho. National Assessment of Student Learning Outcomes (ASLO) Primary Grade 5. N. Postlethwaite and S. Vongvichith. Vientiane, Laos, Ministry of Education.

Zoanetti, N. (2007). What were the levels of achievement of Grade 5 pupils in Lao Language, Mathematics and World Around Us?. National Assessment of Student Learning Outcomes (ASLO) Primary Grade 5. N. Postlethwaite and S. Vongvichith. Vientiane, Laos, Ministry of Education.

Conference Papers

Downing, H., P. Griffin, et al. (2007). VET in schools: Analysis of Business Services Training Package. AARE Conference. Adelaide.

Nguyen, T. K. C., P. Griffin, et al. (2007). The Development of Standards for the Assessment of Primary School Teachers in Vietnam: Developing Teacher Leaders for a Global Community. ICET 52nd World Assembly - 7th Annual Border Pedagogy Conference. San Diego.

Ryan, M., C. Stough, et al. (2007). The Impact of Emotional Intelligence on Gifted Adolescent Asynchronous Development and Academic Achievement/Underachievement. Victorian Association for Gifted and Talented Children Head to Heart Bi-Annual Conference. Melbourne.

Ryan, M., C. Stough, et al. (2007). The influences of EI on gifted and mainstream adolescent's academic achievement. International Society for the Study of Individual Differences. Giessen, Germany, Hogrefe.

Refereed Journal Article

Butler, J. and R. Adams, J (2007). "The Impact of Differential Investment of Student Effort on the Outcomes of International Studies." Journal of Applied Measurement. 8(3): 279-304.

Care, E., J. Deans, et al. (2007). "The realism and sex type of four to five year old children's occupational aspirations." Journal of Early Childhood Research. 5 (2): 155-168.

Gebhardt and R. Adams, J (2007). "The Influence of Equating Methodology on Reported Trends in PISA." Journal of Applied Measurement. 8(3): 305-322.

Griffin, P. (2007). "The comfort of competence and the uncertainty of assessment." Studies in Educational Evaluation. 8(2007): 87-99.

Griffin, P. (2007). "Linking pupil and teacher competence in reading and mathematics in Vietnam." Educational Research for Policy and Practice.

Griffin, P. (2007). "Mathematics Achievement of Vietnamese Grade 5 pupils." Asia Pacific Education Review. 8(2): 233-250.

Griffin, P., S. Gillis, et al. (2007). "Standards-referenced assessment for Vocational education and training in schools." Australian Journal of Education. 51 (1): 19-38.

Nguyen, T. K. C. and P. Griffin (2007). "Development of a Scale to Measure Economic Status of Students in Rural Vietnam." Asia Pacific Education Review.8(2): 205-216.

Thompson, D. K., S. K. Warfield, et al. (2007). "Perinatal risk factors altering regional brain structure in the preterm infant." Brain: 130. 667-677.

Turner, R. and R. Adams, J (2007). "The Programme for International Student Assessment: An Overview." Journal of Applied Measurement.8(3): 237-248.

Reports

Assessment Research Centre (2007). 2006 Annual Report. Melbourne, Assessment Research Centre.

Care, E., P. Griffin, et al. (2007). Early Years Assessment of English. A. R. Centre, University of Melbourne: 71.

Evaluation Team and N. Postlethwaite (2007). National Assessment of Student Learning Outcome (ALSO) Primary Grade 5. Report, Ministry of Education (Vietnam): 197.

Gillis, S. (2007). A review of quality assurance and quality control arrangements to support the implementation of national achievement standards for reporting student outcomes in senior secondary certificates, Assessment Research Centre, University of Melbourne: 34.

Griffin, P., M. Pavlovic, et al. (2007). Analysis of the Early Literacy Observation Survey. A. R. Centre, University of Melbourne: 26.

Griffin, P., K. Woods, et al. (2007). Evaluation of the Native-speaking English Teacher Scheme for Primary Schools in Hong Kong 2004 - 2006. U. o. M. School of Enterprise, University of Melbourne: 231.

Postlethwaite, N., M. Pavlovic, et al. (2007). National Assessment of Student Learning Outcome (ASLO) Primary Grade 5, Ministry of Education. Evaluation Division, Research Institute for Educational Services: 197.

Woods, K., P. Griffin, et al. (2007). Relationships between Second Language Acquisition and Home Background Factors for Hong Kong Primary Students.