Students noted in bold.
Ames, A. J. (2018). Prior distributions. In B. B. Frey (Ed.) The SAGE Encyclopedia of Educational Research, Measurement and Evaluation (pp. 1297-1298). Thousand Oaks, CA: SAGE.
Ames, A. J. (2018). Item analysis. In B. B. Frey (Ed.) The SAGE Encyclopedia of Educational Research, Measurement and Evaluation (pp. 886-891). Thousand Oaks, CA: SAGE.
Ames, A. J., & Luecht, R. (2018). Item development. In B. B. Frey (Ed.) The SAGE Encyclopedia of Educational Research, Measurement and Evaluation (pp. 894-898). Thousand Oaks, CA: SAGE.
Ames, A. J., & Rollins, J. (2018). The C programming language. In B. B. Frey (Ed.) The SAGE Encyclopedia of Educational Research, Measurement and Evaluation (pp. 231-234). Thousand Oaks, CA: SAGE.
Ames, A. J., & Au, C. B. (2018). Using Stan for item response theory models. Measurement Interdisciplinary Research and Perspectives, 16(2), 129-134.
Anderson, R. D., & Curtis, N. A. (2017). How Far We Have Come and How Far We Can Still Go. Research and Practice in Assessment, Anniversary, 5-9.
Bandalos, D. L. (2018). Measurement Theory and Applications for the Social Sciences. New York: Guilford.
Curtis, N. A., Pierrakos, O., & Anderson, R. D. (2017). The Engineering Student Identity Scale: A cross disciplinary exploration of factor structure. Paper published in the peer-reviewed proceedings of Frontiers in Education.
Curtis, N. A., Pierrakos, O., & Anderson, R. D. (2017). The Engineering Student Identity Scale: A Structural Validity Evidence Study. Published in the peer-reviewed proceedings of the American Society for Engineering Education.
DeMars, C. E. (2017). Infit and Outfit: Interpreting statistical significance and magnitude of misfit in conjunction. Journal of Applied Measurement, 163-77
DeMars, C. E., & Bandalos, D. L. (2018). Chapter 14: Item response theory. In D. L. Bandalos, Measurement Theory and Applications for the Social Sciences (pp. 403-445). New York: Guilford.
DeMars, C. E. (2018). Item information function. In B. B. Frey (Ed.), The SAGE Encyclopedia of Educational Research, Measurement and Evaluation (pp. 899-903). Thousand Oaks, CA: SAGE. http://dx.doi.org/10.4135/9781506326139.n360
Finney, S. J., Barry, C. L., Horst, S. J., & Johnston, M. M. (2018). Exploring profiles of academic help seeking: A mixture modeling approach. Learning and Individual Differences, 61, 158-171.
Fulcher, K. H., Ames, A. J., & Hawk, W. J. (2018). Ethical reasoning: Assessing a critical thinking skill. NILOA Newsletter, May 2018.
Fulcher, K. H., & Sanchez, E. R. H. (2018). James Madison University: Reflections on sustained excellence in assessment. Assessment Update, 30(1), 1-2, 15-16.
Hartman, C. J. B., DeMars, C. E., Griscom, H. P., & Butner, H. M. (2017). Assessment of undergraduate students’ environmental stewardship reasoning and knowledge. International Journal of Sustainability in Higher Education, 18, 492-502.
Hathcoat, J. D., Curtis, N. A., Sanders, C., & Liu, S. (2018). The History of Validity. In B. B. Frey (Ed.), The SAGE Encyclopedia of Educational Research, Measurement and Evaluation (pp. 899-903). Thousand Oaks, CA: SAGE
Hathcoat, J. D., & Naumenko, O. (2018). Generalizability theory. In B. Frey (Ed.), The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. Thousand Oaks, CA: SAGE
Holzman, M. A., & Ames, A. J. (2017). Madison Collaborative Annual Assessment Report. https://www.jmu.edu/ethicalreasoning/slos/assessment.shtml
Horst, S. J., & Harris, H. D. (2018). Propensity scores. In B. B. Frey (Ed.), The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. (pp. 1326-1328). Thousand Oaks, CA: SAGE.
Horst, S. J. & Jacovidis, J. N. (2018). Locus of control. In B. B. Frey (Ed.), The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. (p. 989) Thousand Oaks, CA: SAGE.
Horst, S. J. & Pyburn, E. M. (2018). Likert scaling. In B. B. Frey (Ed.), The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. (pp. 975-977). Thousand Oaks, CA: SAGE.
Leventhal, B. C., & Stone, C. A. (2018). Bayesian analysis of multidimensional item response theory models: A discussion and illustration of three response style models. Measurement: Interdisciplinary Research and Perspectives, 16(2), 114-128.
Mathers, C. E., Finney, S. J., & Hathcoat, J. D. (2018). Student learning in higher education: A longitudinal analysis and faculty discussion. Assessment and Evaluation in Higher Education. Advance online publication. doi: 10.1080/02602938.2018.1443202
Pastor, D. A., & Lazowski, R. A. (2017). On the multilevel nature of meta-analysis: A tutorial, comparison of software programs, and discussion of analytic choices. Multivariate Behavioral Research, 52(6), 789-804. Doi: 10.1080/00273171.2017.1365684
Sequeira, S. N., Holzman, M. A., Horst, S. J., & Ghant, W. A. (2017). Developing college students’ civic-mindedness through service-learning experiences: A mixed-methods study. The Journal of Student Affairs Inquiry, 2 (1), 1-31. https://jsai.scholasticahq.com/issue/395
Smith, K. L., Finney, S. J., & Fulcher, K. H. (2017). Actionable steps for engaging assessment practitioners and faculty in implementation fidelity research. Research & Practice in Assessment, 12, 71-86.
Waterbury, G., Holzman, M., Perkins, B., & Ames, A.J. (2017). The crucial role of faculty development in promoting quality assessment practices. Intersection, Autumn 2017.
Yost, A. B & Finney, S. J. (2018). Assessing the unidimensionality of trait reactance using a multi-faceted model assessment approach. Journal of Personality Assessment, 100, 186-196.
