PEMSolutions logo
PEMSolutions™ provides a comprehensive suite of assessment services to meet your specific needs, schedules, and requirements.
 
Pearson PASeries
PASeries® formative assessments measure progress throughout the school year and forecast growth toward state performance standards.
 
Perspective™ provides a roadmap to student improvement through enhanced assessment reports that lead to specific resources for remediation and enrichment.
 
Pearson Edward
EDWARD™ is a statewide assessment-based education data management and reporting system that helps educators make informed, data-driven decisions, and meet state and federal reporting requirements.
 

 

Home > Research > Publications

Publications

The staff of Pearson routinely publishes papers addressing all aspects of test development and measurement best practice, as well as statistical research and evaluation. A number of recent and selected publications are referenced below.

  • Beretvas, S.N., Meyers, J.L., & Leite, W.L. (2002).  A reliability generalization study of the Marlowe-Crowne Social Desirability Scale, Educational and Psychological Measurement, 6(4), 570-589.
  • Beretvas, S.N. & Williams, N.J. (2004).  The use of hierarchical generalized linear model for item dimensionality assessment.  Journal of Educational Measurement, 41(4), 379-395.
  • Beretvas, S.N., Meyers, J.L., and Rodriguez, R.A. (in press).  The cross-classified multilevel measurement model: An explanation and demonstration, Journal of Applied Measurement.
  • Cook K.F., Roddey T.S., O’Malley K.J., Gartsman G.M. (2005). Development of a flexilevel scale for use with computer adaptive testing for assessing shoulder function. Journal of Shoulder and Elbow Surgery,14 (1 Suppl S), 90S-94S.
  • Davis, L.L. (2004). Strategies for controlling item exposure in computerized adaptive testing with the generalized partial credit model. Applied Psychological Measurement, 28 (3), 165-185.
  • Davis, L.L., Pastor, D., Dodd, B.G., Chiang, C., & Fitzpatrick, S.J. (2003) An examination of exposure control and content balancing restrictions on item selection in CATs using the partial credit model. Journal of Applied Measurement, 4, 24-42.
  • Davis, L.L., & Dodd, B.G. (2003). Item exposure constraints for testlets in the verbal reasoning section of the MCAT. Applied Psychological Measurement, 27(5), 335-256.
  • Dodd, B.G., & Fitzpatrick, S.J. (2002). Alternatives for scoring computer-based tests. In Mills, C.N., Potenza, M.T., Fremer, J.J., & Ward, W.C. (Eds.), Computer-based testing: Building the foundation for future assessments. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Fox, L., Engle, J., & Paek, P. (2001). An exploratory study of social factors and mathematics achievement among high-scoring students: Cross-cultural perspectives from TIMSS. Gifted and Talented International, XVI(1).
  • Koretz, D., Russell, M., Shin, C.D., Horn, C. & Shasby, K. (2002, January 7). Testing and diversity in postsecondary education: The case of California. Education Policy Analysis Archives, 10(1). Retrieved [date] from http://epaa.asu.edu/epaa/v10n1/.
  • Moseley J.B., O’Malley K.J., Petersen N., Menke, T., Brody, B., Kuykendahl, D., Hollingsworth, J., & Wray, N.P. (2002). A Randomized, Placebo-Controlled Trial of Arthroscopic Surgery for Osteoarthritis of the Knee. New England Journal of Medicine, 347(2), 81-88.
  • Miller, G.E., Rotou, O., & Twing, J.S. (2004). Evaluation of the 0.3 logits screening criterion in common item equating.  Journal of Applied Measurement, 5(2), 172-177.
  • Miller, G.E., Yoes, M.E., & Twing, J.S. (2004). Estimation of the all tests pass rate when no examinee took all of the tests.  Applied Measurement in Education, 17 (4) 393-406.
  • O’Malley K.J., Moran B., Haidet P., Seidel C., Schneider V., Morgan R., Kelly A., Richards B. (2003). Validation of an observational instrument for documenting student engagement in medical education. Evaluation and the Health Professions, 26(1), 1-18.
  • O’Malley K.J., Francis D.J., Foorman, B.R., Fletcher, J.M., and Swank P.R. (2002). Growth in precursor and reading-related skills: Do low-achieving and IQ-discrepant readers develop differently? Learning Disabilities Research and Practice,17(1), 19-34.
  • O’Malley K.J., Orengo C.A., Kunik M., Snow L., Molinara V. (2002). Measuring Aggression in Older Adults: A latent variable modeling approach. Aging and Mental Health, 6(3), 231-238.
  • O’Malley K.J., Suarez-Almazor, M., Aniol, J., Richardson, P., Kuykendall, D.H., Moseley, J.B., Wray, N.P. (2003). Joint specific multidimensional assessment of pain (J-MAP): Factor structure, reliability, validity, and responsiveness in patients with knee osteoarthritis. Journal of Rheumatology, 30,534-543.
  • Paek, P., Ponte, E., Sigel, I., Braun. H. & Powers, D. (in press). A portrait of advanced placement teachers’ practices. Princeton, NJ: Educational Testing Service.
  • Paek, P., Braun. H., Trapani, C., Sigel, I., Ponte, E., & Powers, D. (in press). The relationship of AP teacher practices and student achievement. Princeton, NJ: Educational Testing Service.
  • Rizavi, S., Way, W. D., Davey, T., & Herbert, E. (2004).  Tolerable variation in item parameter estimates for linear and adaptive computer-based testing (ETS Research Report RR-04-28).  Princeton, NJ: Educational Testing Service.
  • Thompson, M., Goe, L., Paek, P., & Ponte, E. (2003). Study of the impact of the California formative assessment and support system for teachers: Report 1, beginning teachers' engagement with BTSA/CFASST (RR-04-30). Princeton, NJ: Educational Testing Service.
  • Thompson, M., Paek, P., Goe, L., & Ponte, E. (2003). Study of the impact of the California formative assessment and support system for teachers: Report 2, relationship of BTSA/CFASST engagement and teacher practices (RR-04-31). Princeton, NJ: Educational Testing Service.
  • Thompson, M., Paek, P., Ponte, E., & Goe, L. (2004). Study of the impact of the California formative assessment and support system for Teachers: Report 3, relationship of BTSA/CFASST engagement and student achievement (RR-04-32). Princeton, NJ: Educational Testing Service.
  • Thompson, M., Ponte, E., Paek, P., & Goe, L. (2004). Study of the impact of the California formative assessment and support system for teachers: Report 4, methodological considerations and recommendations for future research (RR-04-33). Princeton, NJ: Educational Testing Service.
  • Twing, J.S. (2002, September). Some "Old fashioned" notions about electronic testing. NCME Newsletter, September 2002, 10 (3), 7.
  • Twing, J.S. (2001, December) Large-scale assessment: The art of the compromise. NCME Newsletter, December 2001, 8 (4), 4.
  • Way, W.D., Steffen, M., & Anderson, G.S. (2002).  Developing, maintaining, and renewing the item inventory to support CBT. In Mills, C.N., Potenza, M.T., Fremer, J.J., & Ward, W.C. (Eds.), Computer-based testing: Building the foundation for future assessments. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Way, W.D., & Gorham J. (2003). Computer based testing.  In R. Fernandez-Ballesteros (Ed.), Encyclopedia of Psychological Assessment.  London: Sage Publications.
  • Way, W. D., Swanson, L. C., Steffen, M., & Stocking, M. (2001). Refining a System for computerized adaptive testing pool creation  (ETS Research Report RR-01-18).  Princeton, NJ: Educational Testing Service.
  • Way, W. D., Gawlick, L. A., & Eignor, D. E. (2001).  Scoring alternatives for incomplete computerized adaptive tests (ETS Research Report RR-01-20).  Princeton, NJ: Educational Testing Service.
  • Whittaker, T.A., Fitzpatrick, S.J., Williams, N.J., & Dodd, B.G. (2003).  IRTGEN: A SAS macro program to generate known trait scores and item responses for commonly used item response theory models.  Applied Psychological Measurement, 27(4), 299-300.
  • Whittaker, T.A., Fouladi, R.T., & Williams, N.J. (2002).  Determining predictor importance in multiple regression under multicollinearity and nonnormality conditions.  Journal of Modern Applied Statistical Methods, 1(2), 354-366.
  • Williams, N.J. & Noble, J.P. (2005).  School-level benefits of using PLAN over time.  (ACT Research Report No. 2005-1).  Iowa City, IA: ACT.
  • Wu, C. B. (in press). The effects of the Multiple-choice question format and the scoring methods on discrimination and reliability indices in two content domains. Journal of Educational Measurement.