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.

Journal Articles

Chapters

Reports

Conference Papers

Online modules

Pursuit Articles

Technical Briefs