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