Submissions from 2023
The Impact of COVID-19 on Collaboration Between School Psychologists and Board-Certified Behavioral Analysts, Taylor Bronaugh
Many-Facet Rasch Designs: How Should Raters be Assigned to Examinees?, Christine E. DeMars, Yelisey A. Shapovalov, and John D. Hathcoat
Submissions from 2022
A Mother’s Disenfranchised Grief: Pregnancy Loss, Madison Jones
Submissions from 2021
Differential Motivation in Remote Educational Assessment: Person-Based Filtering Versus Response-Based Filtering, Sarah Alahmadi and Christine E. DeMars
Item Parameter Recovery With and Without the Use of Priors, Paulius Satkus and Christine E. DeMars
Submissions from 2020
Examining the Performance of the Alignment Method in DIF Analyses, Paulius Satkus and Christine E. DeMars
Submissions from 2019
Revised Parallel Analysis with non-normal ability and a guessing parameter, Christine E. DeMars
Considerations in S-χ2: Rest Score or Summed Score, Priors, and Violations of Normality, Christine E. DeMars and Derek Sauder
An Applied Example of a Two-Tier Multiple-Group Testlet Model, Paulius Satkus and Christine E. DeMars
Examining the Effects of Specifying Bayesian Priors on the Wald's Test for DIF, Paulius Satkus and Christine E. DeMars
Submissions from 2017
Examining the performance of the Metropolis-Hastings Robbins-Monro algorithm in the estimation of multilevel multidimensional IRT models, Bozhidar M. Bashkov and Christine E. DeMars
Submissions from 2016
Partially-compensatory multi-dimensional IRT models: Two alternate model forms, Christine E. DeMars
Higher education faculty engagement in a modified Mapmark standard setting, Christine E. DeMars and S. Jeanne Horst
Multilevel IRT: When is local independence violated?, Christine E. DeMars and Jessica Jacovidis
Submissions from 2015
Estimating Variance Components from Sparse Data Matrices in Large-Scale Educational Assessments, Christine E. DeMars
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
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
An Illustration of the Effects of Ignoring a Secondary Factor, Christine E. DeMars
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
A Tutorial on Interpreting Bifactor Model Scores, Christine E. DeMars
The Role of Gender in Test-Taking Motivation under Low-Stakes Conditions, Christine E. DeMars, Bo M. Bashkov, and Alan Socha
A Note on Specifying the Guessing Parameter in ATFIND and DIMTEST, Christine E. DeMars and Alan Socha
An Investigation of Sample Size Splitting on ATFIND and DIMTEST, Alan Socha and Christine E. DeMars
Submissions from 2012
A Comparison of Limited-Information and Full-Information Methods in Mplus for Estimating Item Response Theory Parameters for Nonnormal Populations, Christine E. DeMars
Confirming Testlet Effects, Christine E. DeMars
Software Note: Using BILOG for Fixed-Anchor Item Calibration, Christine E. DeMars and Daniel P. Jurich
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
An Analytic Comparison of Effect Sizes for Differential Item Functioning, Christine E. DeMars
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
A comparison of limited-information and full-information methods in Mplus for estimating IRT parameters for non-normal populations, Christine E. DeMars
Type I Error Inflation for Detecting DIF in the Presence of Impact, Christine E. DeMars
Can Differential Rapid-Guessing Behavior Lead to Differential Item Functioning?, Christine E. DeMars and Steven L. Wise
Examinee Noneffort and the Validity of Program Assessment Results, Steven L. Wise and Christine E. DeMars
Submissions from 2009
Modification of the Mantel-Haenszel and Logistic Regression DIF Procedures to Incorporate the SIBTEST Regression Correction, Christine E. DeMars
Individual score validity and student effort in higher education assessment, Christine E. DeMars, Steven L. Wise, and Lisa F. Smith
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
Polytomous Differential Item Functioning and Violations of Ordering of the Expected Latent Trait by the Raw Score, Christine E. DeMars
Scoring Multiple Choice Items: A Comparison of IRT and Classical Polytomous and Dichotomous Methods, Christine E. DeMars
Submissions from 2007
Changes in rapid-guessing behavior over a series of assessments, Christine E. DeMars
“Guessing" parameter estimates for multidimensional IRT models, Christine E. DeMars
Submissions from 2006
Application of the bi-factor multidimensional item response theory model to testlet-based tests, Christine E. DeMars
An Application of Item Response Time: The Effort-Moderated IRT Model, Steven L. Wise and Christine E. DeMars
Submissions from 2005
Scoring Subscales using Multidimensional Item Response Theory Model, Christine E. DeMars
Type I Error Rates for Parscale’s Fit Index, Christine E. DeMars
Neutral or unsure: Is there a difference?, Christine E. DeMars and T. Dary Erwin
Low examinee effort in low-stakes assessment: Problems and potential solutions, Steven L. Wise and Christine E. DeMars
Submissions from 2004
A Comparison of the Recovery of Parameters Using the Nominal Response and Generalized Partial Credit Models, Christine E. DeMars
Detection of item parameter drift over multiple test administrations, Christine E. DeMars
Item Parameter Drift: The Impact of the Curricular Area, Christine E. DeMars
Type I Error Rates for Generalized Graded Unfolding Model Fit Indices, Christine E. DeMars
Scoring Neutral or Unsure on an identity development instrument for higher education, Christine E. DeMars and T. Dary Erwin
Submissions from 2003
Detecting Multidimensionality Due to Curricular Differences, Christine E. DeMars
Missing Data and IRT Item Parameter Estimation, Christine E. DeMars
Recovery of Graded Response and Partial Credit Parameters in MULTILOG and PARSCALE, Christine E. DeMars
Sample Size and the Recovery of Nominal Response Model Item Parameters, Christine E. DeMars
Information literacy as foundational: Determining competence, Christine E. DeMars, S. Lynn Cameron, and T. Dary Erwin
Revising the scale of intellectual development: Application of an unfolding model, Christine E. DeMars and T. Dary Erwin
Submissions from 2002
Equating Multiple Forms of a Competency Test: An Item Response Theory Approach, Christine E. DeMars
Incomplete data and item parameter estimates under JMLE and MML, Christine E. DeMars
Modeling Student Outcomes in a General Education Course with Hierarchical Linear Models, Christine E. DeMars
Standard setting: A systematic approach to interpreting student learning, Christine E. DeMars, Donna L. Sundre, and Steven L. Wise
Submissions from 2001
Group differences based on IRT scores: Does the model matter?, Christine E. DeMars
Submissions from 2000
Test stakes and item format interactions, Christine E. DeMars
Submissions from 1999
Does the Relationship between Motivation and Performance Differ with Ability?, Christine E. DeMars
Submissions from 1998
Gender differences in mathematics and science on a high school proficiency exam, Christine E. DeMars
Item Estimates under Low-Stakes Conditions: How Should Omits Be Treated?, Christine E. DeMars
