Current roles and responsibilities at the center include:

• Facilitate the development of computer-based tests and assessments at JMU.
• Assessment liaison to Cluster 1

Courses frequently taught include:

• Research and Inferential Statistics
• Computers and Testing

• Ph.D., University of Illinois at Urbana-Champaign (1981)
  Concentration: Educational Psychology/Measurement and Statistics
• M.A., University of Maryland Baltimore County (1978)
  Concentration: Community-Clinical Psychology/Psychological Assessment
• B.A., University of Maryland Baltimore County (1975)
  Concentration: Psychology

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.

Cameron, L., Wise, S. L., & Lottridge, S. M. (2007). The development and validation of the Information Literacy Test.  College and Research Libraries, 68(3), 229-236.

Wise. S. L., & Kong, X. (2007). Some practical uses of item response time to improve the quality of low-stakes achievement test data. In S. Sawilowsky (Ed.). Real data analysis. AERA SIG/ES: Information Age Publishing.

Wise, S. L., & DeMars, C. E. (2006). Low examinee effort in low-stakes assessment: Problems and potential solutions. Educational Assessment, 10, 1-17.

Wise, S. L. (2006). An investigation of the differential effort received by items on a low-stakes, computer-based test. Applied Measurement in Education, 19(2), 95-114.

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

Wise, V. L., Wise, S. L., & Bhola, D. S. (2006). The generalizability of motivation filtering in improving test score validity. Educational Assessment, 11, 65-83.

Ball, T. C., Hazard, G. A., & Wise, S. L. (2006, March). Oral communication: It's not just about speeches anymore. Presentation at the 2006 meeting of the Association of Colleges and Universities Network for Academic Renewal, Phoenix, AZ.

Kong, X., Wise, S. L., & Harmes, J. C., & Yang, S. (2006, April). Motivational effects of response time-based feedback: A follow-up study of effort-monitoring CBT. Paper presented at the annual meeting of the National Council on Measurement in Education, San Francisco. Download PDF

Meyer, J. P., & Wise, S. L. (2006, April). Including item response time in a distractor analysis via multivariate kernel smoothing. Paper presented at the annual meeting of the National Council on Measurement in Education, San Francisco. Download PDF

Parshall, C. G., Harmes, J. C., & Wise, S. L. (2006, February). Developing innovative assessments across a continuum: Discrete items, situated tasks, and simulated environments. Presentation given at the annual meeting of the Association of Test Publishers, Orlando, FL.

Weiss, B. A., & Wise, S. L. (2006, April). An investigation of new computations of response time effort. Paper presented at the annual meeting of the National Council on Measurement in Education, San Francisco.

Wise, S. L., Bhola, D. S., & Yang, S. (2006, April).Taking the time to improve the validity of low-stakes tests: The Effort-Monitoring CBT. Paper presented at the annual meeting of the National Council on Measurement in Education, San Francisco. Download PDF

Wise, S. L., & Kingsbury, G. G. (2006, April). An investigation of item response time distributions as indicators of compromised NCLEX item pools. Paper presented at the annual meeting of the Association of American Educational Research Association, San Francisco. Download PDF

Harmes, J. C., Parshall, C. G., & Wise, S. L. (2005, November). Veridicality in computer-based testing: Complexity, interactivity, and fidelity. Paper presented at the annual meeting of the Florida Educational Research Association, Miami, FL.

Wise, S. L., Cameron, S. L., Yang, S., & Davis, S. (2005). Test development and administration manual for the Information Literacy Test. Harrisonburg, VA: Institute for Computer-Based Assessment.

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

Wise, S. L., & Kong, X. (2005). Response time effort: A new measure of examinee motivation in computer-based tests. Applied Measurement in Education, 18, 163-183.

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.

Erwin, T. D., & Wise, S. L. (2002). A scholar-practitioner model for assessment. In T. W. Banta (Ed.) Building a scholarship of assessment (pp. 67-81). San Francisco: Jossey-Bass.

Wise, S. L. (2002). The assessment professional: Making a difference in the 21st century. Eye on Psi Chi, 6(3), 16-17.

Wise, S. L. (2002). Assessment professionals: Applying psychology to measure student outcomes. Psi Beta Newsletter, 22(2), 1-4.

Wise, S. L., Ponsoda, V., & Olea, J. (2002). Self-adapted testing: An overview. International Journal of Continuing Engineering Education and Life-Long Learning, 12, 107-122.

Wise, S. L., & Kingsbury, G. G. (2000).  Practical issues in developing and maintaining a computerized adaptive testing program.  Psicológica, 21, 135-155.

Hontangas, P., Ponsoda, V., Olea, J., & Wise, S. L. (2000).  The choice of item difficulty in self-adapted testing.  European Journal of Psychological Assessment, 16, 3-12.