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Research - Publications
Publication titles followed by  are those in which one or more students participated during their graduate work at JMU.
Publications
- In Press
Kemker, K., Barron, A. E., & Harmes, J. C. (in press). Laptop computers in the elementary classroom: A case study of authentic tasks with at-risk students. Educational Media International.
Meyer, J. P., & Setzer, J. C. (in press). A comparison of bridging methods in the analysis of NAEP trends with the new race subgroup definitions. Journal of Educational Measurement.
Parshall, C. G., Harmes, J. C., Davey, T., & Pashley,
P. J. (in press). Innovative item types for computerized
testing. In W. J. van der Linden & C. A. W. Glas
(Eds.), Computerized adaptive testing: Theory
and practice. (2nd ed.). Dordrecht, The Netherlands:
Kluwer Academic.
Taylor, M. A., & Pastor, D. A. (in press). A confirmatory factor analysis of the Student
Adaptation to College Questionnaire. Educational & Psychological Measurement.
Thelk, A. D., & Hoole, E. R. (in press). What are you thinking? Postsecondary student think-alouds of scientific and quantitative reasoning items. Journal of General Education.
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.
Wise. S. L., & Kong, X. (in press). 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.
Publications
- 2008
Pieper, S. L., Fulcher, K. H., Sundre, D. L. & Erwin, T. D. (2008). “What do I do with the data now?”: Analyzing assessment information for accountability and improvement. Research and Practice in Assessment, 2 (1), Retrieved February 15, 2008 from http://www.virginiaassessment.org/rpa/3/Pieper,%20Fulcher,%20Sundre,%20&%20Erwin.pdf.
Thelk, A, (2008). Detecting items that function differently for two- and four-year college students. Research and Practice in Assessment, 2 (1), Retrieved February 15, 2008 from http://www.virginiaassessment.org/rpa/3/Thelk.pdf.
Publications
- 2007
Baranik, L. E., Barron, K.E., & Finney, S. J. (2007). Measuring goal orientation in a work domain: Construct validity evidence for the 2 x 2 framework. Educational and 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.
Evans, S. W., Serpell, Z. N., Schultz, B., & Pastor, D. A. (2007). Cumulative benefits of secondary school-based treatment of students with ADHD. School Psychology Review, 36, 256-273.
Fairchild, A., Horst, S. J., Finney, S. J., &
Barron, K. E. (2007). Evaluating existing and
new validity evidence for the Academic Motivation
Scale. Contemporary Educational Psychology.
Kong, X., Wise, S. L., & Bhola, D. S. (2007). Setting the response time threshold parameter to differentiate solution behavior from rapid-guessing behavior. Educational and Psychological Measurement, 67, 606-619.
Pastor, D. A., Barron, K. E., Miller, B. J., & Davis, S. L. (2007). A latent profile analysis of
college students’ achievement goal orientation profiles. Contemporary Educational Psychology, 32, 8-47 .
Pastor, D. A., Kaliski, P. K., & Weiss, B. A. (2007). Examining college students' gains in general education. Research & Practice in Assessment, 1, 1-20.
Publications
- 2006
Davis, S. L., & Finney, S. J. (2006). Examining
the psychometric properties of the Cross Cultural
Adaptability Inventory. Educational and Psychological
Measurement, 66, 318-330 .
DeMars, C. E. (2006). Application of the bi-factor
multidimensional item response theory model to testlet-based
tests. Journal of Educational Measurement, 43, 145-168.
Fairchild, A., & Finney, S. J. (2006). Investigating
validity evidence for the Experience in Close Relationships
Revised Questionnaire. Educational and Psychological
Measurement, 66, 116-135.
Finney, S. J., & DiStefano, C. (2006). Nonnormal and categorical data in structural
equation models. In G.R. Hancock & R.O. Mueller
(Eds.). A second course in structural equation
modeling. Greenwich, CT: Information Age.
Pastor, D. A., & Beretvas, S. N. (2006). Longitudinal Rasch modeling in the context of
psychotherapy outcomes assessment. Applied Psychological Measurement, 30(2), 100-120.
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.
Publications
- 2005
Anderson, R. D., & Sundre, D. L. (2005). Assessment
partnership: A model for collaboration between two-year
and four-year institutions. Assessment Update,17
(5), 8, 16.
Barron, A. E., Harmes, J.
C., & Kemker, K. (2005). Authentic instruction
in laptop
classrooms: Sample lessons that integrate Type II
applications. Computers in the Schools, 22 (3/4), 119-130.
Barron, A. E., Harmes,
J. C., & Kemker, K. (2005). Technology as
a classroom tool:
Learning outcomes with laptop computers. In L. Tan & R. Subramaniam (Eds.), Handbook of research on literacy in technology at the K-12 level (pp.271-286). Hershey, PA: Idea Group Reference.
DeMars, C. E. (2005). Type I error rates for PARSCALE's
fit index. Educational and Psychological Measurement,
65, 42-50.
Halonen, J., Harris, C. M., Pastor, D. A., Abrahamson,
C. E., & Huffman, C. J. (2005). Assessing
general education outcomes in introductory psychology.
In Dunn, D. S. and Chew, S. (Eds.). Best practices
in teaching introductory psychology. Mahwah,
NJ: Lawrence Erlbaum Associates, Inc.
Huynh, H., Barton, K., Meyer, J. P., Porchea, S.,
& Gallant, D. (2005). Vertically moderated standards
for SC PACT 1999 Assessments of English Language Arts
and Mathematics: A Look Back from Adjacent-Grade Student
Data. Applied Measurement in Education, 18,
115-128.
Liu, X., & Meyer, J. P. (2005). Teachers’
perceptions of their jobs: a multilevel analysis of
the Teacher Follow-up Survey 1994-95. Teachers
College Record, 107, 985-1003.
Meyer, J. P. (2005). An ability and response time
item characteristic surface [cover visual and narrative].
Educational Measurement: Issues and Practices,
24(2), 1-2.
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.
Publications
- 2004
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.
Finney, S. J., Pieper, S. L., & Barron, K. E.
(2004). Examining the psychometric properties of the
Achievement Goal Questionnaire in a general academic
context. Educational and Psychological Measurement,
64, 365-382.
Hontangas, P., Olea, J., Ponsoda, V., Revuleta, J.,
& Wise, S. L. (2004). Assisted self-adapted testing:
A comparative study. European Journal of Psychological
Assessment, 20(1), 2-9.
Huynh, H., Meyer, J. P., & Gallant, D. (2004).
Comparability of student performance between regular
and oral administrations for a high-stakes mathematics
test. Applied Measurement in Education, 17,
39-57.
Meyer, J. P., Huynh, H.,
& Seaman, M. A. (2004). Differential Item functioning
methods based on small samples: An illustration based
on an attitude survey. Journal of Educational
Measurement, 41, 331-344.
Stoloff, M., Apple, K., Barron, K. E., Reis-Bergen,
M. J., & Sundre, D. L. (2004). Seven goals for effective
program assessment. In D. Dunn, C. Mehrotra, &
J. Halonen (Eds.) Measuring Up: Assessment Challenges
and Practices for Psychology. APA Books: Washington,
DC.
Sundre, D. L. (2004). Communication,
communication, communication: Connecting assessment
to enhancing student learning. Volume IV: What
works, what matters, and what lasts. Retrived
from http://www.pkal.org/template2.cfm?c_id=1011 on
February 2, 2004.
Sundre, D. L., & Kitsantas, A. L. (2004). An exploration
of the psychology of the examinee: Can examinee self-regulation
and test-taking motivation predict consequential and
non-consequential test performance? Contemporary
Educational Psychology, 29 (1), 6-26.
Publications
- 2003
Bandalos, D. L., Finney, S. J., & Geske, J. A.
(2003). A model of statistics achievement based on
Achievement Goal Theory. Journal of Educational
Psychology, 95, 604-616.
Beretvas, S. N., & Pastor, D. A. (2003). Using
mixed-effects models in reliability generalization
studies. Journal of Educational and Psychological
Measurement, 62(1), 75-95.
Davis, L. L., Pastor, D. A., Dodd, B. G., Chiang,
C., & Fitzpatrick, S. J. (2003). An examination of exposure
control and content balancing restrictions on item
selection in CATs using the partial credit model.
Journal of Applied Measurement, 4(1), 24-42.
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.
Finney, S. J., & Schraw, G. J. (2003). Self-efficacy
beliefs in college statistics courses. Contemporary
Educational Psychology, 28, 161 – 186.
Kahn, A. S., & Davis, S. L. (2003). A book of
our own: The personal essay in psychology of women
classes. Teaching of Psychology, 30(1), 71-72.
Pastor, D. A. (2003). The use of multilevel IRT modeling
in applied research: An illustration. Applied
Measurement in Education, 16(3), 223-243.
Pieper, S. L., & Fulcher, K. H. (2003). From 8-track
to DVD: Updating current assessment practice. Assessment
Update: Progress, Trends, and Practices in Higher
Education, 15, 6-7.
Sundre, D. L. (2003). The Academic Skills Inventory:
A measure of skills experience. Assessment Update,
15(4), 8-9.
Sundre, D. L. (2003). [Review of the book Building
a Scholarship of Assessment]. Teacher’s
College Record, 105(7), 1192-1196.
Publications
- 2002
Anderson, R. D., & DeMars, C. (2002, May/June).
Differential item functioning (DIF): Investigating
item bias. Assessment Update, 14 (3), 12,
16.
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.
Erwin, T. D., & DeMars, C. (2002, March/April).
Advancing assessment: Why not computer based assessment?
Assessment Update, 14 (2),1-2, 15-16.
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.
Fulcher, K. H., Morrow, A. K., Pieper, S. L., & Thelk,
A. D. (2002). Assessment and measurement: Exactly right
for student learning. Assessment Update: Progress,
Trends, and Practices in Higher Education, 14(4),
4-5.
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.
Moore, D., & Williams, K. (2002). Virtual university.
Assessment Update, 14(1), 11-12.
Pastor, D. A., Dodd, B. G., & Chang, H. H. (2002).
A comparison of item selection techniques and exposure
control mechanisms in CATs using the generalized partial
credit model. Applied Psychological Measurement,
26(2), 147-163.
Rogers, S., Davis, S., Richardson, J., & Andre,
J. (2002). Gender, race, similarity, and distinctiveness
in social change blindness. [Abstract]. Abstracts
of the Psychonomic Society, 7.
Sundre, D. L. & Moore,
D. L. (2002). The Student Opinion Scale: A measure
of examinee motivation. Assessment Update, 14(1),
8-9.
Varakin, D., Rogers, S., Andre, J., & Davis, S.
(2001). Reduced change blindness for task relevant
visual features during a social interaction. [Abstract].
Abstracts of the Psychonomic Society, 6.
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.
Publications
- 2001
Bandalos, D. L., & Finney, S. J. (2001). Item
parceling issues in structural equation modeling.
In G. A. Marcoulides & R. E. Shumaker (Eds.) Advanced
structural equation modeling: New developments and
techniques. Mahwah, NJ: Lawrence Erlbaum Associates.
Couch, J. V., & Sundre, D. L. (2001). Legal Attitudes
Scale: A factor analytic study. North American
Journal of Psychology, 3(2), 309-320.
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. (2001). Group differences based on IRT
scores: Does the model matter? Educational and
Psychological Measurement, 61, 60-70.
Erwin, T. D., & Wise, S. L. (2001). Standard setting.
In R. A. Voorhees (Ed.) Measuring what matters:
Competency based models in higher education.
New Directions for Institutional Research (No. 110).
San Francisco: Jossey-Bass.
Sundre, D. L. (2001). Review of the test instrument
Career Development Inventory (CDI) . In
J. T. Kapes,. & E. A. Whitfield (Eds.), A
counselor’s guide to career assessment instruments
(4th ed., pp. 323-330). Alexandria, VA: National Career Development
Association.
Publications
- 2000
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.
DeMars, C. (2000). Test stakes and item format interactions.
Applied Measurement in Education, 13, 55-77.
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.
Schraw, G., Wise, S. L.,
& Roos, L. L. (2000). Metacognition and computer-based
testing. In G. Schraw (Ed.) Issues in the measurement
of metacognition. Lincoln, NE: University of
Nebraska Press.
Wise, S. L. (2000). Review of Innovations in computerized
assessment. Journal of Educational Measurement,
37(4), 375-378.
Wise, S. L., & Kingsbury, G. G. (2000). Practical
issues in developing and maintaining a computerized
adaptive testing program. Psicológica,
21, 135-155.
Publications
- 1999
Coleman, P., Nelson, E.,
& Sundre, D. L. (1999). The relationship between
prenatal expectations and postnatal attitudes among
first-time mothers. Journal of Reproductive and
Infant Psychology, 17, 27-39.
Sundre, D. (1999). Does
examinee motivation moderate the relationship between
test consequences and test performance? (Report
No. TM029964). Harrisonburg, Virginia: James Madision
University. (ERIC Document Reproduction Service No.
ED432588)
Wise, S. L. (1999). Tests
autoadaptados informatizados: Fundamentos, resultados,
de investigacion e implicaciónes para la aplicación
práctica (Self-adapted tests: Principles, research
findings, and implications for practice). In J. Olea,
V. Ponsoda, & G. Prieto (Eds.) Tests informatizados:
Fundamentos y aplicaciones. Madrid, Spain: Ediciones
Pirámide.
Wise, S. L., Finney, S. J., Enders, C. K., Freeman,
S. A., & Severance, D. D. (1999). Examinee judgments
of changes in item difficulty: Implications for item
review in computerized adaptive testing. Applied
Measurement in Education, 12, 185-198.
Publications
- 1998 and prior
DeMars, C. (1998). Gender differences in mathematics
and science on a high school proficiency exam. Applied
Measurement in Education, 11, 279-299.
Sundre, D. L. (1998). [Review of Career Development
Inventory.] The Thirteenth Mental Measurement
Yearbook. 186-189. Lincoln, NE: Buros Institute
of Mental Measurements.
Sundre, D. L. (1998). [Review of Personnel Reaction
Blank.] The Thirteenth Mental Measurement Yearbook.
758-760. Lincoln, NE: Buros Institute of Mental
Measurements.
Sundre, D. L. (1996). Assessment days can work! In T. A. Banta, J. P. Lund, K. E. Black and
F. W. Oblander (Eds.), Assessment in Practice:
Putting Principles to Work on College Campuses (pp. 14-33).
San Francisco, CA: Jossey Bass.
Sundre, D. L. & Cameron, S. C. (1996). Assessment
of library research skills. In T. A. Banta,
J. P. Lund, K. E. Black and F. W. Oblander (Eds.),
Assessment in Practice: Putting Principles to Work
on College Campuses (pp. 223-226). San Francisco, CA: Jossey
Bass.
Sundre, D. L. (1995). [Review of Assessing faculty
work: Enhancing individual and institutional performance.]
Evaluation Practice, 16 (3), 303-304.
Sundre, D. L. (1995). [Review of Instructional leadership
evaluation and development program.] The Twelfth
Mental Measurement Yearbook, 491-496. Lincoln,
NE: Buros Institute of Mental Measurements.
Sundre, D. L. (1995). [Review of The Menstrual Distress
Questionnaire.] The Twelfth Mental Measurement
Yearbook, 597-599. Lincoln, NE: Buros Institute
of Mental Measurements.
Sundre D. L. (1994). The practice of student and program
assessment: Evolution through engagement. Assessment
Update, 6, 1, 4-5.
Sundre, D. L. (1993). [Review of Generalizabilty Theory:
A primer]. Evaluation Practice, 14(2), 207-209.
Nelson, E., Allison, J., & Sundre, D. L. (1992).
Relationships between divorce and college students'
development of identity and intimacy. Journal
of Divorce & Remarriage, 18 (3/4),121-135.
Nelson, E., Allison, J., & Sundre, D. (1992).
Relationships between divorce and college students'
development of identity and intimacy. In C. A. Everett
(Ed.), Divorce and the next generation: Effects
on young adults' patterns of intimacy and expectations
for marriage. New York: Haworth Press Inc.
Sundre, D. L. (1992). The specification of the content
domain of faculty scholarship. Research in Higher
Education, 33(3), 297-315.
Sundre, D. L. (1992). Toward more meaningful assessment:
Setting local standards. Assessment Update, 4(3),
9-10.
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