James Madison University

Research - Publications

Publication titles followed by * are those in which one or more students participated during their graduate work at JMU.

Publications - 2005


Anderson, R. D., & Sundre, D. L. (2005). Assessment partnership: A model for collaboration between two-year and four-year institutions. Assessment Update,17 (5), 8, 16.

Barron, A. E., Harmes, J.C., & Kemker, K. (2005). Authentic instruction in laptop classrooms: Sample lessons that integrate Type II applications. Computers in the Schools, 22 (3/4), 119-130.

Barron, A. E., Harmes,J. C., & Kemker, K. (2005). Technology as a classroom tool: Learning outcomes with laptop computers. In L. Tan & R. Subramaniam (Eds.), Handbook of research on literacy in technology at the K-12 level (pp.271-286).  Hershey, PA:  Idea Group Reference.

DeMars, C. E. (2005). Type I error rates for PARSCALE's fit index. Educational and Psychological Measurement,65, 42-50.

Halonen, J., Harris, C. M., Pastor, D. A., Abrahamson, C. E., & Huffman, C. J. (2005). Assessing general education outcomes in introductory psychology. In Dunn, D. S. and Chew, S. (Eds.). Best practices in teaching introductory psychology. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Huynh, H., Barton, K., Meyer, J. P., Porchea, S., & Gallant, D. (2005). Vertically moderated standards for SC PACT 1999 Assessments of English Language Arts and Mathematics: A Look Back from Adjacent-Grade Student Data. Applied Measurement in Education, 18, 115-128.

Liu, X., & Meyer, J. P. (2005). Teachers’ perceptions of their jobs: a multilevel analysis of the Teacher Follow-up Survey 1994-95. Teachers College Record, 107, 985-1003.

Meyer, J. P. (2005). An ability and response time item characteristic surface [cover visual and narrative]. Educational Measurement: Issues and Practices,24(2), 1-2.

Wise, S. L., & DeMars, C. E. (2005). Low examinee effort in low-stakes assessment: Problems and potential solutions. Educational Assessment 10, 1-17.

Wise, S. L., & Kong, X. (2005). Response time effort: A new measure of examinee motivation in computer-based tests. Applied Measurement in Education, 18, 163-183. *