Publication List

2023

Book Chapters

Heyting, E. (2023). Students From Non-Elite Backgrounds' Experiences of Belonging in Elite International Schools. In M. Barker, R. Hansen, & L. Hammer (Eds.), Handbook of Research on Critical Issues and Global Trends in International Education (pp. 323-344). ICI Global. https://www.igi-global.com/chapter/students-from-non-elite-backgrounds-experiences-of-belonging-in-elite-international-schools/334323

Milligan, S. (2023). Assessment and certification as levers for reform in senior secondary schooling in Australia. In B. Watkins & N. Csogor (Eds.), Sixth Form Matters. Sixth Form Colleges Association, England.

Milligan, S., Mackay, T., & Noonan, P. (2023). Directions for improving the interface between school and tertiary study. In P. Dawkins, M. Lily, & R. Pascoe (Eds.), Rethinking Tertiary Education. Melbourne: Melbourne University Press.

Conference Papers

Awwal, N., Wilson, M., & Zhang, Z. (2023). Exploring the relationships between small group and individuals in collaborative problem solving. Paper presented at the National Council on Measurement in Education (NCME), Chicago, USA.

Clinton, J., Aston, R., Dawson, G. (2023). Issues of teacher effectiveness. In R. Tierney, Rizvi, F., Ercikan, K. (Ed.), International Encyclopedia of Education 4th Edition. London, UK: Elsevier.

Milligan, S. (2023). Assessment and certification as levers for reform in senior secondary schooling in Australia. In B. Watkins & N. Csogor (Eds.), Sixth Form Matters. England, UK: Sixth Form Colleges Association, England.

Pöysä-Tarhonen, J., Li, S., Hautala, J., Awwal, N., & Häkkinen, P. (2023). Making invisible visible– Exploring the social processes of remote collaborative problem solving. Paper presented at the 20th Biennial EARLI Conference, Thessaloniki: Greece.

Journal Articles

Quay, J., Williams, B., Pietzner, J., Boyer, A., Browning, D., & Brodie-McKenzie, A. (2023). Vygotsky’s perezhivanies with Dewey’s occupations: Improving integration of teaching and assessing via creative learning units. Journal of Curriculum Studies, 55(5), 598–618. https://doi.org/10.1080/00220272.2023.2242914

Reports

Beswick, B., Luo, R., Azim, F., Bagui, L., & Milligan, S. (2023). Development of two assessment matrices and tools for Alternative Learning System (ALS) micro-certification: Inception report.

Beswick, B., Milligan, S., Azim, F., Luo, R., Ferido, M., Bagui, L., . . . Zhang, Z. (2023). Development of two assessment matrices and tools for Alternative Learning System (ALS) micro-certification: Final report.

Beswick, B., Milligan, S., English, N., Johnston, J., Nguyen Khoa, L. A., & Nguyen, C. (2023). Assessment in Realms of Thinking: Validation Trial Report.

Beswick, B., Milligan, S., Kamei, T., Johnston, J., Luo, R., & Awwal, N. (2023). Assessment in the VCE Vocational Major: Research report on standards-referenced assessment.

Ferido, M., Bagui, L., Beswick, B., Luo, R., Azim, F., & Milligan, S. (2023). Development of two assessment matrices and tools for Alternative Learning System (ALS) micro-certification: Progress report #2.

Lafferty, K., Beswick, B., Johnston, J., & Milligan, S. (2023). Assessment in Realms of Thinking - Pilot Study Report.

Luo, R., Ferido, M., Bagui, L., Milligan, S., & Beswick, B. (2023). Development of two assessment matrices and tools for Alternative Learning System (ALS) micro-certification: Progress report #1.

Nguyen, C., & Nguyen, L. A. (2023). Evaluation of psychometric properties of Entrepreneur competence framework for Young Change Agents project.

Nguyen, C., & Nguyen, L. A. (2023). Evaluation of psychometric properties of six competence frameworks across three age stages. Prepared for New Pedagogies for Deep Learning Pilot Project.

Nguyen, L. A. (2023). Descriptive statistic for SWANs and ABLEs.

Nguyen, L. A. (2023). Evaluation of psychometric properties of Competencies’ Framework. Prepared for Graduate Certificate Education (Learning Difficulty) course.

Nguyen, L. A. (2023). Key Findings of MGSE 2023 Staff Survey. Prepared for Melbourne Graduate School of Education.

Pietzner, J., Milligan, S., Nguyen, L.A. (2023). Assessment for Learner Profiles in SACE. Prepared for Melbourne Assessment.

Zhang, Z., & Nguyen, L. A. (2023). Evaluation of psychometric properties of nine competence frameworks for Melbourne Assessment Community project. Prepared for Melbourne Assessment Community schools.

Zhang, Z., & Nguyen, L. A. (2023). Evaluation of psychometric properties of seven competence frameworks for New Metric project. Reported prepared for New Metric schools.

2022

Book Chapter

Clinton, J., Aston, R., Dawson, G. (2022). Issues of teacher effectiveness. In R. Tierney, Rizvi, F., Ercikan, K. (Ed.), International Encyclopedia of Education 4th Edition. Elsevier.  Pages 287-303, https://doi.org/10.1016/B978-0-12-818630-5.04010-0.

Conference Paper

Kamei, T. (2022). An adaptation and validation study of an observation-based assessment in early childhood education Proceedings of the American Education Research Association, San Diego.

Editorial

Hopfenbeck, T. N. (2022). Editorial: Global perspectives on the impact of situational factors on student testing [Editorial]. Assessment in Education, Principles, Policy and Practice, 29(4), 2. https://doi.org/10.1080/0969594X.2022.2130242

Journal Articles

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, 66(1), 92-110. https://go.unimelb.edu.au/2j78

English, N., Robertson, P., Gillis, S., & Graham, L. (2022). Rubrics and formative assessment in K-12 education: A scoping review of literature. International Journal of Educational Research, 113. https://go.unimelb.edu.au/hj78

Kamei, T., Johnston, J., & Milligan, S. (2022). What SWANs has taught us about learning and assessing, general capabilities, and inclusion and diversity. Australian Educational Leader, 44(1), 11. https://go.unimelb.edu.au/fj78

Rice, S., Leahy, M., & Klatt, G. (2022). Navigating the matrix: Career development and the responsibilisation of employability in Australia. British Journal of Guidance & Counselling, 1-20. https://go.unimelb.edu.au/4j78

Shah, C., Richardson, P. W., Watt, H. M. G., & Rice, S. (2022). Out-of-field teaching in mathematics: Australian evidence from PISA 2015. In Out-of-Field Teaching Across Teaching Disciplines and Contexts. Springer. https://go.unimelb.edu.au/mj78

Swiecki, Z., Khosravi, H., Chen, G., Martinez-Maldonado, R., Lodge, J. M., Milligan, S., Selwyn, N., & Gasevic, D. (2022). Assessment in the age of artificial intelligence. Computers and Education: Artificial Intelligence, 3.

Rutter, A. (2022). Evaluator Perspective: An interview with Nicole Tujague. Evaluation Journal of Australasia, 22(1), 49–54. https://go.unimelb.edu.au/dj78

Rutter, A. (2022). Evaluator Perspective: The Importance of Listening to First Nations Voice: Doyen Radcliffe & Sharon Babyack. Evaluation Journal of Australasia, 22(2), 126-131. https://go.unimelb.edu.au/vj78

Rutter, A. (2022). Evaluator Perspective: An Interview with Dr Amy Gullickson. Evaluation Journal of Australasia, 22(3), 193-197. https://go.unimelb.edu.au/5j78

Downes, J., & Gullickson, A. M. (2022, Apr). What does it mean for an evaluation to be 'valid'? A critical synthesis of evaluation literature. Eval Program Plann, 91, 102056. https://go.unimelb.edu.au/uj78

Timperley, S., Schaughency, E., Riordan, J., Carroll, J., Das, S., & Reese, E. (2022). Tender Shoots: Effects of a Preschool Shared Book Reading Preventive Intervention on Parent–Child Reading and Parents’ Involvement in the First Year of School. School Mental Health, 14(2), 238-253. https://go.unimelb.edu.au/oj78

Garcia-Melgar, A. (2022). A scoping review of AAC research conducted in segregated school settings. Research in Developmental Disabilities, 120. 1-8

Garcia-Melgar, A. (2022). A scoping review and appraisal of AAC research in inclusive school settings. Journal of Developmental and Physical Disabilities, 34(6). 963-985

Garcia-Melgar, A. (2022). Collaborative team approaches to supporting inclusion of children with disability in mainstream schools: A co-design study. Research in Developmental Disabilities, 126. 1-11

Hyatt, A., Chung, H., Aston, R., Gough, K., & Krishnasamy, M. (2022, Nov 23). Social return on investment economic evaluation of supportive care for lung cancer patients in acute care settings in Australia. BMC Health Serv Res, 22(1), 1399. https://go.unimelb.edu.au/yj78

Hyatt, A., Chung, H., Aston, R., Gough, K., & Krishnasamy, M. (2022). Social return on investment economic evaluation of supportive care for lung cancer patients in acute care settings in Australia.

Reports and Evaluations

Milligan, S., Beswick, B., Azim, F., Ferido, M., Bagui, L., Luo, R., & Zhang, Z. (2022). Feasibility Study on Micro-Certification for the Alternative Learning System (ALS), Philippines. UoM. Assessment Research Centre, Assessment Curriculum and Technology Research Centre (ACTRC).

Milligan, S., Mackay, T., & Noonan, P. (2022). Framing success for all: A Proposal about Regulatory Arrangements for Certification in Australian Senior Secondary Schooling. Learning Creates Australia.

Milligan, S., Kamei, T., Beswick, B., & Johnston, J. (2022). Development of Learner Profiles for Senior Secondary Students.

Hsien, M., Chen., M. & Quach, J. (2022). School Readiness Funding Interim Report 2: Monitoring and Evaluation Framework. Centre for Program Evaluation, Melbourne Graduate School of Education, The University of Melbourne

Hsien, M., Chen. M., Aston, R., Quach, J. & Gullickson, A. (2022). School Readiness Funding Final Report. Centre for Program Evaluation, Melbourne Graduate School of Education, The University of Melbourne

Rutter, A., Garcia-Melgar, A., & Piko, L. (2022). Evaluation of Raise our Voices - Disability Self-Advocacy for CALD Communities. Centre for Program Evaluation, Melbourne Graduate School of Education, The University of Melbourne

Quach, J. & Aston, R. (2022). Early Learning Teaching Trial: Trial Site Analysis Report. Centre for Program Evaluation, Melbourne Graduate School of Education, The University of Melbourne

Dawson, G. & O'Brien, C. (2022). School Mental Health Fund Menu Final Report. Centre for Program Evaluation, Melbourne Graduate School of Education, The University of Melbourne

Aston, R., & Tse, J. (2022). Youth Engagement Evaluation Framework 2.0: Prepared for The Victorian Health Promotion Foundation. Centre for Program Evaluation, Melbourne Graduate School of Education, The University of Melbourne

Aston, R., Clinton, J., Keamy, K., Selkrig, M., Paproth, H. & Portales Undurraga, S. (2022). Evaluation of the Professional Learning Communities Initiative: Year 2 Final Report: Prepared for Department of Education and Training, Victoria. Centre for Program Evaluation, Melbourne Graduate School of Education, The University of Melbourne.

Button, S., & Clarke A. (2022). Framework for DASH Program Evaluation: Prepared for Blue Light Victoria. Centre for Program Evaluation, Melbourne Graduate School of Education, The University of Melbourne.

Clarke, A. (2022). A STEM Schools Outreach Framework [SharePoint]: Submitted to Student and Academic Services, Faculty of Science. Centre for Program Evaluation, Melbourne Graduate School of Education, The University of Melbourne

Clarke, A., & Muscat. M. (2022). Ngarrngga Evaluation Progress update 2 November 2022. Centre for Program Evaluation, Melbourne Graduate School of Education, The University of Melbourne.

Clinton, J., Aston, R., Keamy, K., Smith, L., & Rissik, N. (2022). Evaluation of the Differentiated Support for School Improvement Initiatives: 2021 Impact Report. Prepared for Victorian Department of Education. Centre for Program Evaluation, Melbourne Graduate School of Education, The University of Melbourne.

Dawson, G., Quach, J., Clinton, J., Timperley, S., Paproth H., & Kumar, D. (2022). Evaluation of the Literacy and Numeracy Strategy in Victorian Government Schools: 2022 Final Report: Prepared for the Victorian Government Department of Education and Training. Centre for Program Evaluation, Melbourne Graduate School of Education, The University of Melbourne.

Garcia-Melgar, A., Dennis, M., Rowlings, J., Cunningham, L., Fadakis, M., & Gullickson, A. (2022). Literature Review for Vivid: Better Autism Services for Regional and Rural Victoria: Submitted to Vivid. Centre for Program Evaluation, Melbourne Graduate School of Education, The University of Melbourne.

Gullickson, A., Atkinson, L. & Chapman, R. (2022). Report to the Inner Melbourne VET Cluster Board: Prepared by the Centre for Program Evaluation. Melbourne Graduate School of Education, The University of Melbourne.

Gullickson, A., Clarke, A., Button, S., & Salma, U. (2022). Blue EDGE Program Evaluation Phase 2 – Preliminary Outcomes Evaluation: Prepared for Blue Light Victoria. Centre for Program Evaluation, Melbourne Graduate School of Education, The University of Melbourne.

Gullickson, A.M., Tan, K. (2022). Evaluation for Sophia Program: Preliminary Report. Centre for Program Evaluation, Melbourne Graduate School of Education, The University of Melbourne.

Gullickson, A. (2022). MGSE Master of Evidence Based Teaching. Centre for Program Evaluation, Melbourne Graduate School of Education, The University of Melbourne.

Paproth, H. & Aston, R. (2021). Mental Health in Primary Schools – Report on 2022 School Stakeholder Interviews: Prepared for Murdoch Children’s Research Institute. (MCRI) Centre for Program Evaluation, Melbourne Graduate School of Education, The University of Melbourne.

Paproth, H., Aston, R., Quach, J. (2022). Effective Thinking Cultures – 2021 Monitoring and Evaluation Report Feedback: Prepared for Brisbane Grammar School. Centre for Program Evaluation, Melbourne Graduate School of Education, The University of Melbourne.

Rutter, A., Garcia-Melgar, A., Piko, L. (2022). Evaluation of the Autism Peer Assist Pilot Project:  Report prepared for Amaze. Prepared by the Centre for Program Evaluation. Melbourne Graduate School of Education, The University of Melbourne.

Rutter, A., Garcia-Melgar, A., Piko, L. (2022). Evaluation of the Autism Peer Assist Pilot Project. Report prepared for the Melbourne Disability Institute. Prepared by the Centre for Program Evaluation. Melbourne Graduate School of Education, The University of Melbourne.

Gullickson, A. & Chapman, R. (2022). End of year Summary Report to the Inner Melbourne VET Cluster Board: Prepared by the Centre for Program Evaluation. Melbourne Graduate School of Education, The University of Melbourne.

Gullickson, A. & Chapman, R. (2022). Final Report to the Inner Melbourne VET Cluster Board: Prepared by the Centre for Program Evaluation. Melbourne Graduate School of Education, The University of Melbourne.

Graham, L., White, E., Kamei, T., Johnston, J., Zhang, Z., & Nguyen, L. A. (2022). Evaluation of psychometric properties of Competencies’ Framework. Reported for Graduate Certificate Education (Learning Difficulty) course. Assessment Research Centre, University of Melbourne.

Kamei, T., Awwal, N., Nguyen, L. A., Zhang, Z., Johnston, J., Eadie, P., & Page, J. (2022). Assessment for Learning-Testing Phase Technical Report Addendum. Assessment Research Centre, University of Melbourne.

Lafferty, K., Beswick, B., Milligan, S., Johnston, J., Zhang, Z., Nguyen, L. A. (2022). Report for Assessment in Realms of Thinking _Pilot Study. Assessment Research Centre, University of Melbourne.

Lafferty, K., Beswick, B., Johnston, J., Zhang, Z., Nguyen, L. A. (2022). Report for schools on New Metrics Validation Trials. Assessment Research Centre, University of Melbourne.

Pietzner, J., Milligan, S., Zhang, Z., & Nguyen, L. A. (2022). Evaluation of psychometric properties of nine competence frameworks for Compass project. Reported prepared for Compass schools. Assessment Research Centre, University of Melbourne.

Nguyen, C., & Nguyen, L. A. (2022). Evaluation of psychometric properties of seven competency frameworks for Liverpool Boys High School project. Report prepared for Liverpool Boys High School. Assessment Research Centre, University of Melbourne

Adams, P. (2022). Exploring future possibilities for DepEd assessment systems in the Philippines. Assessment Curriculum and Technology Research Centre (ACTRC). Assessment Research Centre, University of Melbourne.

Cagasan, L., Bustos, T., Ferido, M., de Castro, X., Nepomuceno, J., Bagui, L., Dela Cruz, J., Loberiza, K., Santos, K., Robertson, P., & F, R. (2022). Assessment Professional Development for Teachers: Building Basic Assessment Competence. Assessment, Curriculum and Technology Research Centre (ACTRC). Assessment Research Centre, University of Melbourne.

Rickards, F., Bustos, T., Robertson, P., Ferido, M., Santos, K., & Slater, H. (2022). Assessment, Curriculum and Technology Research Centre: Final Report. Assessment, Curriculum and Technology Research Centre (ACTRC). Melbourne and Manila. Report to the Australian Government, Department of Foreign Affairs and Trade. Assessment Research Centre, University of Melbourne.

Kamei, T., Nguyen, C., & Johnston, J. (2022). Assessment for Learning – Testing Phase Technical Report prepared for Victorian Department of Education and Training. Assessment Research Centre, University of Melbourne.

Baly, A., Snow, A., Hinz, B., McNamara, J., Smith, T., Milligan, S., Johnston, J., Kamei, T., & Beswick, B. (2022). Learner profile phase two: Final report prepared for Learner Profile Project Team (a group of representatives from each jurisdiction and the Catholic and Independent school systems and the Department of Education (the Client)). Assessment and Evaluation Research Centre, University of Melbourne.

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. London and New York: 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 (pp.88-115). Routledge.https://go.unimelb.edu.au/6j78

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). Assessing group collaboration in small teams from a process perspective. Paper presented at the National Council of Measurement in Education (NCME).

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

Dozier, S., MacPherson, A., Morell, L., Suksiri, W., Wilson, M., & Osborne, J. (2021). Undercovering students’ developing understanding of interdependent relationships in ecosystems. Paper presented at the NARST Annual Meeting, Remote.

Gochyyev, P., & Wilson, M. (2021). The ADM curriculum efficacy study and Lord’s paradox. Paper presented at the Society for Research for Educational Effectiveness annual meeting, Virtual.

Gochyyev, P., & Wilson, M. (2021). Weights for the subdimensions in the Composite Model. Paper presented at the NCME Annual Meeting Online.

Dray, A. J., Wihardini, D., Wilson, M., & Moss, P. (2021). A construct modeling approach to the performance assessment of teaching. Paper presented at the NCME Annual Meeting Online.

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://go.unimelb.edu.au/xj78

Koo, B., Bathia, S., Morell, L., Gochyyev, P., Wilson, M., & Smith, R. (2021). Examining the effects of a peer-learning research community on the development of research identity. Paper presented at the AERA Annual Meeting Online.

Morell, L., Bathia, S., Koo, B., Wilson, M., Gochyyev, P., & Smith, R. (2021). The construct of researcher identity for secondary school students. Paper presented at the AERA Annual Meeting Online.

Morell, L., Dozier, S., Suksiri, W., Osborne, J., & Wilson, M. (2021). Assessing higher order thinking of complex skills using selected response items. Paper presented at the Assessing higher order thinking of complex skills using selected response items, Remote

Morell, L., Dozier, S., Suksiri, W., Osborne, J., & Wilson, M. (2021). Gaining insight into teachers’ interpretations of computer-based feedback for the purpose of valid inferences. Paper presented at the IOMW 2020 Virtual Conference, Virtual.

Morell, L., Suksiri, W., & Wilson, M. (2021). Prevalence of misreporting demographic data. Paper presented at the IOMW 2020 Virtual Conference, Virtual.

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.

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.

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).

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.

Tan, K., Clinton, J., & Wilson, M. (2021). A culturally responsive definition of student engagement: A Malaysian school perspective. Paper presented at the AERA Annual Meeting Online.

Torres Irribarra, D., & Wilson, M. (2021). System overview of an Assessment Development and Management (ADM) System. Paper presented at the NCME Annual Meeting Online.

Wilson, M., & Condor, A. C. (2021). Teaching measurement to graduate students using an Assessment Development and Management (ADM) System. Paper presented at the NCME Annual Meeting Online.

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

Wilson, M., Gunckel, K., & Morell, L. (2021). Structured poster session on assessment. Paper presented at the National Science Foundation, Discovery Research PreK-12 (DRK-12) PI Meeting.

Suksiri, W., Morell, L., & Wilson, M. (2021). Moving from writing items to designing items to provide better assessment information. Paper presented at the NCME Annual Meeting Online.

Wilson, M., & Toyama, Y. (2021). What makes reading difficult? Contributions of passage, task, and reader characteristics on item difficulty. Paper presented at the AERA Annual Meeting Online.

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 KE. Designing a Learning Progression about Micro-Evolution to Inform Instruction and Assessment in Elementary Science. Education Sciences. 2021; 11(10):609. https://www.mdpi.com/2227-7102/11/10/609

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. https://doi.org/10.1016/j.ijer.2020.101726

Kheang, T. (2024). Leading educational reconstruction in post-conflict Cambodia: Perspectives of primary school leaders. Educational Management Administration & Leadership, 52(1), 189-207. https://doi.org/10.1177/17411432211058942

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(1), 11. https://link.springer.com/article/10.1186/s41039-021-00160-0

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

Oakley, G., Pegrum, M., Kheang, T. et al. Mobile learning for early reading in Cambodia. Educ Inf Technol 27, 1467–1487 (2022). https://doi.org/10.1007/s10639-021-10615-y

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. https://doi.org/10.1080/03069885.2021.1919860

Scalise, K., Wilson, M., & Gochyyev, P. (2021). A taxonomy of critical dimensions at the intersection of learning analytics and educational measurement. Frontiers in Education, 6. doi:10.3389/feduc.2021.656525 https://www.frontiersin.org/articles/10.3389/feduc.2021.656525/full#h1

Wilson, M., & Lehrer, R. (2021). Improving learning: Using a learning progression to coordinate instruction and assessment. Frontiers in Education, 6. doi:10.3389/feduc.2021.654212 https://doi.org/10.3389/feduc.2021.654212

Zhang, Z. (2021). Asymptotic Standard Errors of Generalized Partial Credit Model True Score Equating Using Characteristic Curve Methods. Applied Psychological Measurement, 45(5), 331-345. https://doi.org/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. https://doi.org/10.1177/0146621620965740

Reports

Hinz, B., Parkinson, N., Wood, S., Smith, T., Milligan, S., Kamei, T., . . . Beswick, B. (2021). The sample learner profile project: Final report.  Melbourne, Victoria:

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.

Kamei, T., Johnston, J., Page, J. (2021). Assessment for Learning - Testing Phase Summary Report.

Kamei, T., Milligan, S., Beswick, B., & Hassim, E. (2021). Specifications for learner profiles for Australian senior secondary school years.

Kamei, T., Milligan, S., Hassim, E., & Beswick, B. (2021). Research Report to inform the development of a sample learner profile.

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

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

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. https://go.unimelb.edu.au/sj78

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Paproth, H., & Aston, R. (2021). Mental Health in Primary Schools – Report on 2022 school stakeholder interviews. Prepared for Murdoch Childrens Research Institute. Melbourne, Australia:

Pearn, C., Rickards, F., Bagui, L., Tan, O. S., Lagrimas, L., Palattao, J., . . . Moyle, K. (2021). Foundational Frameworks for Curriculum Enhancement for K-3 Mathematics: Essential Understandings and Common Misconceptions.

Pietzner, J., Milligan, S., Nguyen, C. (2021). Trial of the SACE Personal Enterprise Assessment Framework.

Robertson, P., Cagasan, L., Nepomuceno, J., Kheang, T., Bustos, T., Rickards, F., & Ferido, M. (2021). Review of the Tested Curriculum.

Robertson, P., Kheang, T., Bustos, T., Rickards, F., Ferido, M., Cagasan, L., . . . Nepomuceno, J. (2021). Review of the Attained Curriculum.

Robertson, P., Rickards, F., Kheang, T., Bustos, T., & Ferido, M. (2021). The curriculum review project and Policy Implications: A summary.

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

Strickland, J., Kamei, T., Johnston, J., & Milligan, S. (2021). Further work on personal and social capability.

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.

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/node/261456

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.

Wu, M. L., & Nguyen, C. (2019). The relationship between test length and the number of respondents misclassified in levels.

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