Staff Research Publications

2010

Cho, H. J., & Kingston, N. (in press) Capturing Implicit Policy from NCLB Test Type Assignments: Analysis of Characteristics and Performance of Students Taking Alternate Assessments Based on Modified Achievement Standards. Exceptional Children.

Cho, H. J., Wehmeyer, M. L., & Kingston, N. (2010). Elementary Teachers’ Knowledge and Use of Interventions and Barriers to Promoting Student Self-Determination. Journal of Special Education.

Shaftel, J. & Shaftel, T. L. (2010). Measuring intercultural attitudes of undergraduates who study abroad: Scale development and validity. International Psychology Bulletin, 14, 12-15. Article

2009

Kingston, N.M. (2009). Comparability of computer- and paper-administered multiple-choice tests for K-12 populations: a synthesis. Applied Measurement in Education, 22, 22-37.

2008

Murray, A., & Peyton, V. (2008). Public Montessori elementary schools: A delicate balance. Montessori Life, 28(4), 26-31. Article

Schon, J., Shaftel, J., & Markham, P. (2008). Contemporary issues in the assessment of culturally and linguistically diverse learners. Journal of Applied School Psychology, 24, 163-189. Article

2007

Lowe, P.A., Peyton, V., & Reynolds, C.R. (2007). Test score stability and the relationship of Adult Manifest Anxiety Scale-College Version scores to external variables among college students. Journal of Psychoeducational Assessment, 25(1), 69-81. DOI: 10.1177/0734282906293698. Article

2006

Shaftel, J., Belton-Kocher, E., Glasnapp, D. R. & Poggio, J. P. (2006). The impact of test item characteristics on the performance of English language learners and students with disabilities on large-scale mathematics assessments. Educational Assessment, 11, 105-126. Article

2005

Frey, B.B, Petersen, S.E, Edwards, L.M., Pedrotti, J.T., & Peyton, V. (2005). Item-writing rules: Collective wisdom. Teaching and Teacher Education, 21, 357-364. Article

Shaftel, J., Yang, X., Glasnapp, D. & Poggio, J. (2005) Improving assessment validity for students with disabilities in large-scale assessment programs. Educational Assessment, 10, 197-215. Article

Yang, X., Shaftel, J., Glasnapp, D. & Poggio, J. (2005). Qualitative or quantitative differences? Latent class analysis of mathematical ability for special education students. Journal of Special Education, 38, 194-207. Article

2000

Plake, B., Impara, J. & Irwin, P. (2000). Consistency of Angoff-based Predictions of Item Performance: Evidence of Technical quality of Results from the Angoff Standard Setting Method. Journal of Educational Measurement 37(4), 347-355.