Student names are indicated in bold.

Ames, A. J. & Leventhal, B. C. (2022). Modeling changes in response style with longitudinal IRTree models. Multivariate Behavioral Research, 57(5), 859-878. doi: 10.1080/00273171.2021.1920361

Ames, A.J. & Leventhal, B. C. (2023). Application of a longitudinal IRTree model: Response style changes over time. Assessment, 30(2), 332-347. doi: 10.1177/10731911211042932

Bottiani, J. H., Kush, J. M., McDaniel, H. L., Pas, E. T., & Bradshaw, C. P. (2022). Are we moving the needle on racial disproportionality? Measurement challenges in evaluating school discipline reform. American Educational Research Journal, 60(2), 293-329.

Bradshaw, C. P., Kush, J. M., Braun, S. S., & Barton, E. A. (2023). The perceived effects of the onset of the COVID-19 pandemic: A focus on educators’ perceptions of the negative effects on educator stress and student wellbeing. School Psychology Review.

Brown, J. T., Volk, F., & Kush, J. M. (2023). Racial and economic stratification on campus: The relationship between luxury residence halls, race, and academic outcomes. Journal of College Student Development, 64(1), 108-113.   

DeMars, C. E. (2022). The (non)impact of misfitting items in computerized adaptive testing.Journal of Computerized Adaptive Testing, 9(2), 8-24.doi: 10.7333/2211-0902008

Finney, S.J. (2023). “I have a few questions”: Reframing assessment practice as asking and answering questions that matter. Journal of Student Affairs Inquiry, 6(1), 18-34.

Finney, S. J., Pastor, D. A., *Silver, S. (2023). Students’ understanding of assessment for institutional accountability and improvement: Relation with test-taking effort and remote test administration. Research and Practice in Assessment, 18(1), 5 - 18.

Good, M.R., and Boyd, D.E. (2022). Structuring for Sustainability: Advice for the Learning Improvement Facilitator. Assessment Update, 34, (6), 6-7.

Henderson, L. J., Bottiani, J. H., Kush, J. M., & Bradshaw, C. P. (2023). The discipline gap in     context: The role of school racial and ethnic diversity and within school positionality on        out-of-school suspensions. Journal of School Psychology, 98, 61-77. 

Kush, J. M., Badillo-Goicoechea, E., Musci, R. J., & Stuart, E. A. (2022). Teacher mental health during the COVID-19 pandemic. Educational Researcher, 51(9), 593-597.

Leventhal, B. C. (2023). ITEMS corner update: The new ITEMS module development process. Educational Measurement: Issues and Practice, 42 (1), 110-111. doi:  10.1111/emip.12545

Leventhal, B. C. (2022). ITEMS corner update: High traffic to the ITEMS portal on the NCME website. Educational Measurement: Issues and Practice, 41(4), 79-80. doi: 10.1111/emip.12532

Leventhal, B. C. (2022). ITEMS corner update: Announcing two significant changes to ITEMS. Educational Measurement: Issues and Practice, 41(3), 83-84. doi: 10.1111/emip.12524

Leventhal, B. C., *Gregg, N., & Ames, A. J. (2022). Accounting for response styles: Leveraging the benefits of combining response process data collection and response process analysis methods. Measurement: Interdisciplinary Research and Perspectives, 20 (3), 151-174. doi: 10.1080/15366367.2021.1953315

Leventhal, B. C., Ames, A. J., & *Thompson, K. N. (2023). Simulation studies for psychometrics. In R. J. Tierney, F. Rizvi, & K. Erkican (Eds.), International Encyclopedia of Education (Fourth Edition) (pp. 341–346). Elsevier. doi: 10.1016/B978-0-12-818630-5.10043-0

Pastor, D. A., *Patterson, C. R., & Finney, S. J. (2023). Development and internal validity of the Student Opinion Scale: A measure of test-taking motivation. Journal of Psychoeducational Assessment, 41(2), 209-255.

*Patterson, C.R., Mahatmya, D., & Multicultural Initiatives Consortium. (2022). Living into the theory of being: A process-oriented research approach. In S.K. Watt, D. Mahatmya, M. Mohebali, & C.R. Martin-Stanley II (Eds.), The theory of being: Practices for transforming self and communities across difference (pp. 59-70). Stylus

*Patterson, C.R. (2022). Empathy. In S.K. Watt, D. Mahatmya, M. Mohebali, & C.R. Martin-Stanley II (Eds.), The theory of being: Practices for transforming self and communities across difference (pp. 73-84). Stylus

*Patterson, C.R., York, E., Maxham, D., Molina, R., & Mabrey III, P. (2023). Applying a responsible innovation framework in developing an equitable early alert system: A case study. Journal of Learning Analytics: Special Issue on Diversity, Equity, and Inclusion, 10(1), 24-36.

*Pope, A.M., Finney, S.J., & *Crewe, M. (2023). Evaluating the effectiveness of an academic success program: Showcasing the importance of theory to practice. Journal of Student Affairs Inquiry, 6(1), 35-50.

*Shapovalov, Y. A. & Leventhal, B. C. (2023). Investigation of the alignment of general education and academic degree program learning. Research and Practice in Assessment, 18(1), 33-49.

Tang, H., & Bao, Y. (2022). A diagnostic classification model of college instructors’ value beliefs towards open educational resources. Education and Information Technologies, 1- 20. DOI:

Tang, H. & Bao, Y. (2022). Self-regulated learner profiles in MOOCs: A cluster analysis based on the item response theory, Interactive Learning Environments, 1-17.DOI: 10.1080/10494820.2022.2129394

Zhang, W., & Bao, Y. (2022). SENDER: SEmi-Nonlinear Deep Efficient Reconstructor for Extraction Canonical, Meta, and Sub Functional Connectivity in the Human Brain. arXiv preprint arXiv:2209.05627.

Back to Top