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Submissions from 2016

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Partially-compensatory multi-dimensional IRT models: Two alternate model forms, Christine E. DeMars

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Multilevel IRT: When is local independence violated?, Christine E. DeMars and Jessica Jacovidis

Submissions from 2015

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Estimating Variance Components from Sparse Data Matrices in Large-Scale Educational Assessments, Christine E. DeMars

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The interaction of ability differences and guessing when modeling DIF with the Rasch model: Conventional and tailored calibration., Christine E. DeMars and Daniel P. Jurich

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DIF detection with the Mantel-Haenszel procedure: The effects of matching type and other factors, Alan Socha, Christine E. DeMars, Anna Zilberberg, and Ha Phan

Submissions from 2014

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An Illustration of the Effects of Ignoring a Secondary Factor, Christine E. DeMars

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Modeling DIF with the Rasch Model: The Unfortunate Combination of Mean Ability Differences and Guessing, Christine E. DeMars and Daniel P. Jurich

Submissions from 2013

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A Tutorial on Interpreting Bifactor Model Scores, Christine E. DeMars

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The Role of Gender in Test-Taking Motivation under Low-Stakes Conditions, Christine E. DeMars, Bo M. Bashkov, and Alan Socha

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A Note on Specifying the Guessing Parameter in ATFIND and DIMTEST, Christine E. DeMars and Alan Socha

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An Investigation of Sample Size Splitting on ATFIND and DIMTEST, Alan Socha and Christine E. DeMars

Submissions from 2012

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A Comparison of Limited-Information and Full-Information Methods in Mplus for Estimating Item Response Theory Parameters for Nonnormal Populations, Christine E. DeMars

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Confirming Testlet Effects, Christine E. DeMars

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Software Note: Using BILOG for Fixed-Anchor Item Calibration, Christine E. DeMars and Daniel P. Jurich

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Investigating the Impact of Compromised Anchor Items on IRT Equating Under the Nonequivalent Anchor Test Design, Daniel P. Jurich, Christine E. DeMars, and Joshua T. Goodman

Submissions from 2011

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An Analytic Comparison of Effect Sizes for Differential Item Functioning, Christine E. DeMars

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Differential Item Functioning Detection With Latent Classes: How Accurately Can We Detect Who Is Responding Differentially?, Christine E. DeMars and Abigail Lau

Submissions from 2010

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A comparison of limited-information and full-information methods in Mplus for estimating IRT parameters for non-normal populations, Christine E. DeMars

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Type I Error Inflation for Detecting DIF in the Presence of Impact, Christine E. DeMars

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Can Differential Rapid-Guessing Behavior Lead to Differential Item Functioning?, Christine E. DeMars and Steven L. Wise

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Examinee Noneffort and the Validity of Program Assessment Results, Steven L. Wise and Christine E. DeMars

Submissions from 2009

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Modification of the Mantel-Haenszel and Logistic Regression DIF Procedures to Incorporate the SIBTEST Regression Correction, Christine E. DeMars

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Individual score validity and student effort in higher education assessment, Christine E. DeMars, Steven L. Wise, and Lisa F. Smith

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A clarification of the effects of rapid guessing on coefficient alpha: A note on Attali’s “Reliability of Speeded Number-Right Multiple-Choice Tests”, Steven L. Wise and Christine E. DeMars

Submissions from 2008

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Polytomous Differential Item Functioning and Violations of Ordering of the Expected Latent Trait by the Raw Score, Christine E. DeMars

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Scoring Multiple Choice Items: A Comparison of IRT and Classical Polytomous and Dichotomous Methods, Christine E. DeMars

Submissions from 2007

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Changes in rapid-guessing behavior over a series of assessments, Christine E. DeMars

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“Guessing" parameter estimates for multidimensional IRT models, Christine E. DeMars

Submissions from 2006

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Application of the bi-factor multidimensional item response theory model to testlet-based tests, Christine E. DeMars

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An Application of Item Response Time: The Effort-Moderated IRT Model, Steven L. Wise and Christine E. DeMars

Submissions from 2005

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Scoring Subscales using Multidimensional Item Response Theory Model, Christine E. DeMars

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Type I Error Rates for Parscale’s Fit Index, Christine E. DeMars

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Neutral or unsure: Is there a difference?, Christine E. DeMars and T. Dary Erwin

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Low examinee effort in low-stakes assessment: Problems and potential solutions, Steven L. Wise and Christine E. DeMars

Submissions from 2004

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A Comparison of the Recovery of Parameters Using the Nominal Response and Generalized Partial Credit Models, Christine E. DeMars

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Detection of item parameter drift over multiple test administrations, Christine E. DeMars

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Item Parameter Drift: The Impact of the Curricular Area, Christine E. DeMars

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Type I Error Rates for Generalized Graded Unfolding Model Fit Indices, Christine E. DeMars

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Scoring Neutral or Unsure on an identity development instrument for higher education, Christine E. DeMars and T. Dary Erwin

Submissions from 2003

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Detecting Multidimensionality Due to Curricular Differences, Christine E. DeMars

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Missing Data and IRT Item Parameter Estimation, Christine E. DeMars

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Recovery of Graded Response and Partial Credit Parameters in MULTILOG and PARSCALE, Christine E. DeMars

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Sample Size and the Recovery of Nominal Response Model Item Parameters, Christine E. DeMars

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Information literacy as foundational: Determining competence, Christine E. DeMars, S. Lynn Cameron, and T. Dary Erwin

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Revising the scale of intellectual development: Application of an unfolding model, Christine E. DeMars and T. Dary Erwin

Submissions from 2002

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Equating Multiple Forms of a Competency Test: An Item Response Theory Approach, Christine E. DeMars

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Incomplete data and item parameter estimates under JMLE and MML, Christine E. DeMars

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Modeling Student Outcomes in a General Education Course with Hierarchical Linear Models, Christine E. DeMars

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Standard setting: A systematic approach to interpreting student learning, Christine E. DeMars, Donna L. Sundre, and Steven L. Wise

Submissions from 2001

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Group differences based on IRT scores: Does the model matter?, Christine E. DeMars

Submissions from 2000

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Test stakes and item format interactions, Christine E. DeMars

Submissions from 1999

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Does the Relationship between Motivation and Performance Differ with Ability?, Christine E. DeMars

Submissions from 1998

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Gender differences in mathematics and science on a high school proficiency exam, Christine E. DeMars

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Item Estimates under Low-Stakes Conditions: How Should Omits Be Treated?, Christine E. DeMars