Research - Publications
Bandalos, D. L., & Leite, W. (2013). The role of simulation in structural equation modeling. In G.R. Hancock and R. Mueller (Eds.), A Second Course in Structural Equation Modeling, 2nd Edition. Greenwich, CT: Information Age Publishing.
*Bashkov, B. & Finney, S. J. (2013). Applying Longitudinal Mean and Covariance Structures (LMACS) analysis to assess construct stability over two time points: An example using psychological entitlement. Measurement and Evaluation in Counseling and Development, 46, 289-314.
Cessna, S., Graber Neufeld, D.G., & Horst, S.J. (2013). Teaching the nature of science in a course in sustainable agriculture. Natural Sciences Education, 42, 36-42.
DeMars, C. E., *Bashkov, B. M., & *Socha, A. (2013). The role of gender in test-taking motivation under low-stakes conditions. Research & Practice in Assessment, 8, 69-82.
DeMars, C. E. (2013). A tutorial on interpreting bifactor model scores. International Journal of Testing, 13, 354-378.
DeMars, C. E. (2013). A comparison of confirmatory factor analysis and multidimensional Rasch models to investigate the dimensionality of test-taking motivation. Journal of Applied Measurement, 14, 179-196.
Finney, S. J., & DiStefano, C. (2013). Nonnormal and categorical data in structural equation models. In G.R. Hancock & R.O. Mueller (Eds.). A second course in structural equation modeling (2nd ed., pp. 439-492). Charlotte, NC: Information Age.
*Gerstner, J. J. & Finney, S. J. (2013). Measuring the implementation fidelity of student affairs programs: A critical component of the outcomes assessment cycle. Research & Practice in Assessment, 8, 15 – 28.
Hathcoat, J.D. (2013). Validity semantics in educational and psychological assessment. Practical Assessment, Research, and Evaluation, 18, 1-14.
Hathcoat, J.D., Cho, Y., & Kim, S. (2013). Development and validation of the collegiate religious dissonance scale. Journal of College and Character, 14, 155-165. doi: 10.1515/jcc-2013-00020
Hathcoat, J.D., & Fuqua, D.R. (2013). Initial development and validation of the basic psychological needs questionnaire—religiosity/spirituality. Psychology of Religion and Spirituality. Advanced online publication. doi: 10.1037/a0035078
*Kopp, J. P. & Finney, S. J. (2013). Linking academic entitlement and student incivility using latent means modeling. Journal of Experimental Education,81,322-336.
*Kosovich, J.J., *Lazowski, R., *Naumenko, O., & Sundre, D.L. (2013, June 3). Review of “Measuring College Learning Responsibly” [Review of the book Measuring College Learning Responsibly, by R. Shavelson]. Research and Practices in Assessment, 8, 53-56.http://www.rpajournal.com/review-of-measuring-college-learning-responsibly/
Nicholas, M.C., Comer, J.J., Recker, D., & Hathcoat, J.D. (2013). Developing and implementing a multi-disciplinary approach to assess CT in General Education. Assessment Update, 25, 7-12.
Pastor, D. A. & Finney, S. J. (2013). Using visuals displays to enhance understanding of quantitative research. In G. Schraw, M. McCrudden, & D. Robinson (Eds.). Learning through visual displays (pp. 387 – 415). Greenwich, CT: Information Age.
Pastor, D. A., & Gagné, P. (2013). Mean and covariance structure mixture models. In G. R. Hancock & R. O. Mueller (Eds.), Structural Equation Modeling: A Second Course (2nd Ed.). Greenwich, CT: Information Age.
*Socha, A. & DeMars, C. E. (2013). An investigation of sample size splitting on ATFIND and DIMTEST. Educational and Psychological Measurement, 73, 631-647.
*Socha, A. & DeMars, C. E. (2013). A note on specifying the guessing parameter in ATFIND and DIMTEST. Applied Psychological Measurement, 37, 69-74.
*Swain, M.S., Finney, S. J., & *Gerstner, J.J. (2013). A practical approach to assessing implementation fidelity. Assessment Update, 25(1), p 5-7, 13.
Taylor, M. A. & Pastor, D. A. (2013). An application of generalizability theory to evaluate the technical quality of an alternate assessment. Applied Measurement in Education, 26(4), 279-297.
*Zilberberg, A., Anderson, R. A., Finney, S. J., & *Marsh, K. R. (2013). American college students’ attitudes toward institutional accountability testing: Developing measures. Educational Assessment, 18, 208-234.