Applied Measurement in Education

Papers
(The TQCC of Applied Measurement in Education is 2. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-04-01 to 2024-04-01.)
ArticleCitations
Improving Test-Taking Effort in Low-Stakes Group-Based Educational Testing: A Meta-Analysis of Interventions22
Can Culture Be a Salient Predictor of Test-Taking Engagement? An Analysis of Differential Noneffortful Responding on an International College-Level Assessment of Critical Thinking21
The Effect of Peer Assessment on Non-Cognitive Outcomes: A Meta-Analysis10
A Method for Identifying Partial Test-Taking Engagement10
An IRT Mixture Model for Rating Scale Confusion Associated with Negatively Worded Items in Measures of Social-Emotional Learning9
Formative Assessment of Computational Thinking: Cognitive and Metacognitive Processes7
Validating Rubric Scoring Processes: An Application of an Item Response Tree Model7
Rethinking Think-Alouds: The Often-Problematic Collection of Response Process Data6
Determining Reliability of Daily Measures: An Illustration with Data on Teacher Stress5
Performance Decline as an Indicator of Generalized Test-Taking Disengagement5
Think Alouds: Informing Scholarship and Broadening Partnerships through Assessment4
Detection of Outliers in Anchor Items Using Modified Rasch Fit Statistics4
Detecting Differential Item Functioning Using Cognitive Diagnosis Models: Applications of the Wald Test and Likelihood Ratio Test in a University Entrance Examination3
Bayesian Estimation and Testing of a Linear Logistic Test Model for Learning during the Test3
On the Reliable Identification and Effectiveness of Computer-Based, Pop-Up Glossaries in Large-Scale Assessments3
Gathering Response Process Data for a Problem-Solving Measure through Whole-Class Think Alouds3
Between- versus Within-Examinee Variability in Test-Taking Effort and Test Emotions during a Low-Stakes Test3
Teacher Assessment Literacy: Implications for Diagnostic Assessment Systems3
Personalized Online Learning, Test Fairness, and Educational Measurement: Considering Differential Content Exposure Prior to a High Stakes End of Course Exam3
Violation of Conditional Independence in the Many-Facets Rasch Model2
Accuracy and Sensitivity of Coefficient Alpha and Its Alternatives with Unidimensional and Contaminated Scales2
Enacting a Process for Developing Culturally Relevant Classroom Assessments2
The Impact of Operational Scoring Experience and Additional Mentored Training on Raters’ Essay Scoring Accuracy2
Applying Cognitive Theory to the Human Essay Rating Process2
Analyzing Student Response Processes to Evaluate Success on a Technology-Based Problem-Solving Task2
Does the Response Options Placement Provide Clues to the Correct Answers in Multiple-choice Tests? A Systematic Review2
Understanding and Interpreting Human Scoring2
Response Demands of Reading Comprehension Test Items: A Review of Item Difficulty Modeling Studies2
Evaluating Random and Systematic Error in Student Growth Percentiles2
Coefficient β As Extension of KR-21 Reliability for Summed and Scaled Scores for Polytomously-scored Tests2
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