Student names are indicated in bold.
Hunsberger, J., & Hathcoat, J. D. (2024). What’s the DIFference: Evaluating the Validity Claims of a General Education Program. The Journal of General Education, 70(3), 229–254. https://doi.org/10.5325/jgeneeduc.70.3.0229
Finney, S.J., Stewart, J.P., Wild, A.N., Herr, R.K. & Schaefer, K.E. (2024). A meta-assessment rubric to guide professional development and practice in equitable outcomes assessment. Research & Practice in Assessment, 19(1), 45-58. https://www.rpajournal.com/dev/wp-content/uploads/2024/09/Meta-Assessment-Rubric-Equitable-Outcomes-Assessment-RPA.pdf
Nason, K., & DeMars, C. E. (2024) Impact of external events on low-stakes assessment: A cautionary tale. Research & Practice in Assessment, 18(2), 42-54.
DeMars, C. E., & Satkus, P. (2024). Item parameter recovery: Sensitivity to prior distribution. Educational and Psychological Measurement, 84(4) 691–715. https://doi.org/0.1177/00131644231203688
Wild, A.N., Herr, R.K., & Finney, S.J. (2024). Professional development in equity-centered outcomes assessment: The utility of a meta-assessment rubric. Journal of Student Affairs Inquiry, Impact and Improvement, 7(1), 101-120. https://journals.indianapolis.iu.edu/index.php/jsaiii/article/view/28702/25767
Lambert, L., & Good, M. (2024). An intentional approach to starting a learning improvement project. Intersection: A Journal at the Intersection of Assessment and Learning, 5(4), 25–34.
McFadden, M. E., & Finney, S. J. (2025). Investigating the impact of multiple priming questions on examinee effort during low-stakes testing. International Journal of Testing, 25(1), 109–133. https://doi.org/10.1080/15305058.2024.2414425
Schaefer, K. E., & Finney, S. J. (2025). Who is testing at midnight? College students’ disengagement throughout a 24-hour low-stakes testing window. Educational Assessment. Advance online publication. https://doi.org/10.1080/10627197.2025.2487108
Nason, K. & DeMars, C. (2025). Another look at Yen's Q3: Is .2 an appropriate cut-off? Journal of Educational Measurement. https://doi.org/10.1111/jedm.12432
Pastor, D. A., & Goldberg, A. (2024). Assessing a campus-wide civic engagement initiative. In L. C. Bell, A. Rank, & C. O. Whaley (Eds.), Civic Pedagogies: Teaching Civic Engagement in an Era of Divisive Politics (pp. 359 - 372). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-55155-0_20
Leventhal, B. C. & Pastor, D. (2024). An illustration of an IRTree model for disengagement. Educational and Psychological Measurement, 84(4), 810-834 doi: 10.1177/00131644231185533
Musci, R. J., Kush, J. M., Pas, E. T., & Bradshaw, C. P. (2024). Class enumeration in mixture modeling with nested data: A brief report. The Journal of Experimental Education. Doi: 10.1080/00220973.2024.2386983
Bao, Y., Liu, J., DiStefano, C., & Ding, R. (2025). Identifying children at risk for emotional and behavioral problems: A diagnostic classification model approach. Psychology in the Schools.
Hollins, B., Piker, E. G., McCaslin, D. L., Kush, J. M., Mathiassen, J., & Huijnen, J. (2025). Chronic dizziness and positional symptoms: An exploration of symptom clusters and participant-reported experiences. American Journal of Audiology. https://doi.org/10.1044/2024_AJA-24-00162
Miller, S.A. & Finney, S.J. (2024). Enhancing student effort for improved institutional accountability data: The impact of motivation priming interventions. Assessment Update, 36(6), 8-9. https://doi.org/10.1002/au.30421
Busby, A.K., Chase, D., Finney, S.J., Fulcher, K.H. & Jankowski, N.A. (2024). Assessment in the United States: Pathways forward. Assessment Update, 36(6), 1-2, 15-16. https://doi.org/10.1002/au.30415
DeMars, C. E. (2025). Treating noneffortful responses as missing. Educational and Psychological Measurement, 85(3), 589-616. https://doi.org/10.1177/00131644241297925
Fulcher, K. H., Good, M. R., & Sanchez, E. R. (2024). Assessment 101 in Higher Education: The Fundamentals and how to Apply Them. Taylor & Francis.
