| Bulut, Hatice Cigdem, Bulut, Okan, Arikan, Serkan |
2022 |
Evaluating group differences in online reading comprehension |
| Rutkowski, Leslie, Rutkowski, David, Zhou, Yan |
2016 |
Item calibration samples and the stability of achievement estimates and system rankings |
| Lee, HyeSun, Geisinger, Kurt F. |
2018 |
Item parameter drift in context questionnaires from international large-scale assessments |
| Van Laar, Saskia, Braeken, Johan |
2024 |
Prevalence of random responders as a function of scale position and questionnaire length in the TIMSS 2015 eighth-grade student questionnaire |
| Lundgren, Erik, Eklof, Hanna |
2023 |
Questionnaire-taking motivation: Using response times to assess motivation to optimize on the PISA 2018 student questionnaire |
| Finch, W. Holmes, Hernández Finch, Maria E., French, Brian F. |
2016 |
Recursive partitioning to identify potential causes of differential item functioning in cross-national data |
| Wise, Steven L., Soland, James, Bo, Yuanchao |
2020 |
The (non)impact of differential test taker engagement on aggregated scores |
| Saatçioğlu, Fatıma Münevver, Şen, Sedat |
2023 |
The analysis of TIMSS 2015 data with confirmatory mixture item response theory |
| Michaelides, Michalis P., Ivanova, Militsa, Nicolaou, Christiana |
2020 |
The relationship between response-time effort and accuracy in PISA science multiple choice items |
| George, Ann Cathrice, Robitzsch, Alexander |
2021 |
Validating theoretical assumptions about reading with cognitive diagnosis models |