Current roles and responsibilities at the center include:

• I work with 10-15 academic programs, assisting with their assessment of majors and other assessment needs.
• I am involved with the assessment activities of the Cluster 4 (Social and Cultural Processes) component of the General Education program.
  

Courses recently taught include:

• Item Response Theory
• Advanced Item Response Theory
• Multivariate Statistics

• Ph.D., Michigan State University (1998).
  Concentration: Measurement and Quantitative Methods
• M.Ed., Arizona State University (1993)
  Concentration: Elementary Education
  
• B.A., Wichita State University (1990)
  Concentration: Psychology

DeMars, C. E., & Wise, S. L. (in press).Can differential rapid-guessing behavior lead to differential item functioning? International Journal of Testing.

Wise, S. L. & DeMars, C. E. (in press). A clarification of the effects of rapid guessing on coefficient alpha: A note on Attali’s “Reliability of Speeded Number-Right Multiple-Choice Tests”. Applied Psychological Measurement.

DeMars, C. E. (2009).  Modification of the Mantel-Haenszel and logistic regression DIF procedures to incorporate the SIBTEST regression correction. Journal of Educational and Behavioral Statistics, 34, 149-170.

DeMars, C. E. (2008).  Polytomous DIF and violations of ordering of the expected latent trait by the raw score.  Educational and Psychological Measurement, 68, 379-396.

DeMars, C. E. (2007). "Guessing" parameter estimates for multidimensional IRT models. Educational and Psychological Measurement, 67, 433-446.

DeMars, C. E. (2007). Changes in rapid-guessing behavior over a series of assessments. Educational Assessment, 12, 23-45

DeMars, C. E. (2006). Applications of the bi-factor multidimensional item response theory model to testlet-based tests. Journal of Educational Measurement, 43, 145-168.

Wise, S. L., & DeMars, C. E. (2006). An application of item response time: The effort-moderated model. Journal of Educational Measurement, 43, 19-38.

DeMars, C. E. (2005). Type I error rates for PARSCALE's fit index. Educational and Psychological Measurement, 65, 42-50.

Wise, S. L., & DeMars, C. E. (2005). Low examinee effort in low-stakes assessment: Problems and potential solutions. Educational Assessment 10, 1-17.

DeMars, C. E. (2004). Detection of item parameter drift over multiple test administrations. Applied Measurement in Education, 17, 265-300.

DeMars, C. E. (2004). Measuring higher education outcomes with a multidimensional Rasch model. Journal of Applied Measurement, 5, 350-361.

DeMars, C. E. (2004). Type I Error Rates for Generalized Graded Unfolding Model Fit Indices. Applied Psychological Measurement, 28, 48-71.

DeMars, C. E., & Erwin, T. D. (2004). Scoring Neutral or Unsure on an Identity Development Instrument for Higher Education. Research in Higher Education, 45, 83-95.

DeMars, C. E. (2003). Detecting multidimensionality due to curricular differences. Journal of Educational Measurement, 40, 29-51.

DeMars, C. E. (2003). Sample Size and the Recovery of Nominal Response Model Item Parameters. Applied Psychological Measurement, 27, 275-288.

DeMars, C. E., Cameron, S. L., & Erwin, T. D. (2003). Information literacy as foundational: Determining competence. Journal of General Education, 52, 253-265.

DeMars, C. E., & Erwin, T. D. (2003). Revising the Scale of Intellectual Development: Application of an unfolding model. Journal of College Student Development, 44, 168-184.

DeMars, C. (2002). Incomplete data and item parameter estimates under JMLE and MML. Applied Measurement in Education, 15, 15-31.

DeMars, C. E., Sundre, D. L, & Wise, S. L. (2002). Standard Setting: A Systematic Approach to Interpreting Student Learning. Journal of General Education, 51, 1-20.

Lachnicht, D., Brevard, P. B., Wagner, T. L., & DeMars, C. E. (2002). Dietary oxygen radical absorbance capacity as a predictor of bone mineral density. Nutrition Research, 22, 1389-1399.

Anderson, R. D., & DeMars, C. (2002, May/June). Differential item functioning (DIF): Investigating item bias. Assessment Update, 14 (3), 12, 16.

Erwin, T. D., & DeMars, C. (2002, March/April). Advancing assessment: Why not computer based assessment?. Assessment Update, 14 (2),1-2, 15-16.

DeMars, C. (2001). Group Differences based on IRT Scores: Does the Model Matter? Educational and Psychological Measurement, 61, 60-70.

DeMars, C. (2001). Computer program exchange: Read_FastTestPro_Log: Extraction of examinee data from FastTEST Pro examinee files. Applied Psychological Measurement, 25, 356.

DeMars, C. (2000). Test stakes and item format interactions. Applied Measurement in Education, 13, 55-77.

DeMars, C. (2000). Computer program exchange: DRAWICC: Modules to graph item response functions and item information functions with SAS GPLOT. Applied Psychological Measurement, 24, 224.