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A list of all the posts and pages found on the site. For you robots out there is an XML version available for digesting as well.
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Posts
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Blog Post number 4
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Blog Post number 1
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portfolio
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publications
Side effects of large-scale assessments in education
Published in ECNU Review of Education, 2(3), 279-296., 2019
Recommended citation: Emler, T. E., Zhao, Y., Deng, J., Yin, D., & Wang, Y. (2019). Side effects of large-scale assessments in education. ECNU Review of Education, 2(3), 279-296. https://doi.org/10.1177/2096531119878964
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Does the choice of response time threshold procedure substantially affect inferences concerning the identification and exclusion of rapid guessing responses? A meta-analysis
Published in Large-scale Assessments in Education, 9(1), Article 18., 2021
Recommended citation: Rios, J. A., & Deng, J. (2021). Does the choice of response time threshold procedure substantially affect inferences concerning the identification and exclusion of rapid guessing responses? A meta-analysis. Large-scale Assessments in Education, 9(1), Article 18. https://doi.org/10.1186/s40536-021-00110-8
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Quantifying the distorting effect of rapid guessing on estimates of coefficient alpha
Published in Applied Psychological Measurement, 46(1), 40-52., 2022
Recommended citation: Rios, J. A., & Deng, J. (2022). Quantifying the distorting effect of rapid guessing on estimates of coefficient alpha. Applied Psychological Measurement, 46(1), 40-52. https://doi.org/10.1177/01466216211051719
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Investigating the effect of differential rapid guessing on population invariance in equating
Published in Applied Psychological Measurement, 46(7), 589-604., 2022
Recommended citation: Deng, J., & Rios, J. A. (2022). Investigating the effect of differential rapid guessing on population invariance in equating. Applied Psychological Measurement, 46(7), 589-604. https://doi.org/10.1177/01466216221108991
To what degree does rapid guessing distort aggregated test scores? A meta-analytic investigation
Published in Educational Assessment, 27(4), 356-373., 2022
Recommended citation: Rios, J. A., Deng, J., & Ihlenfeldt, S. D. (2022). To what degree does rapid guessing distort aggregated test scores? A meta-analytic investigation. Educational Assessment, 27(4), 356-373. https://doi.org/10.1080/10627197.2022.2110465
talks
Impact of isolated word and contextual training on reading fluency and comprehension for Chinese children
Published:
Deng, J. (2019, June 6-9). Impact of isolated word and contextual training on reading fluency and comprehension for Chinese children [Paper presentation]. Chinese American Educational Research and Development Association (CAERDA) International Conference, Xi’an, China.
The nature of country performance differences via distractor analyses: Examining comparability of international assessment outcomes
Published:
Poggio, J., Akin-Tas, M., Deng, J., & Esiaka, C. (2020, April 17-21). The nature of country performance differences via distractor analyses: Examining comparability of international assessment outcomes [Poster presentation]. American Educational Research Association 2020 Annual Meeting, San Francisco, CA. Accepted for the 2020 Annual Meeting; AERA canceled the in-person meeting.
Quantifying the Biasing Effect of Rapid Guessing on Estimates of Coefficient Alpha
Published:
Deng, J., & Rios, J. A. (2021, March 23). Quantifying the biasing effect of rapid guessing on estimates of coefficient alpha [Poster presentation]. College of Education and Human Development Research Day, Minneapolis, MN, United States.
Does the choice of response time threshold procedure matter? Implications for identifying rapid guessing behavior
Published:
Deng, J., & Rios, J. A. (2021, June 8-11). Does the choice of response time threshold procedure matter? Implications for identifying rapid guessing behavior [Paper presentation]. National Council on Measurement in Education 2021 Annual Meeting, Virtual.
The relationship between differential distractor functioning (DDF) and differential item functioning (DIF): If DDF occurs, must DIF occur?
Published:
Deng, J. (2021, June 8-11). The relationship between differential distractor functioning (DDF) and differential item functioning (DIF): If DDF occurs, must DIF occur? [Paper presentation]. National Council on Measurement in Education 2021 Annual Meeting, Virtual.
Investigating the effect of differential rapid guessing on population invariance in equating
Published:
Deng, J., & Rios, J. A. (2022, February 4). Investigating the effect of differential rapid guessing on population invariance in equating [Paper presentation]. Department of Educational Psychology Graduate Student Research Day, Minneapolis, MN.
Investigating the effect of differential rapid guessing on population invariance in equating
Published:
Deng, J., & Rios, J. A. (2022, April 9). Investigating the effect of differential rapid guessing on population invariance in equating [Paper presentation]. National Council on Measurement in Education 2022 Annual Meeting, Virtual.
To what degree does rapid guessing distort test performance? A meta-analytic investigation
Published:
Deng, J., Ihlenfeldt, S. D., & Rios, J. A. (2022, April 22-25). To what degree does rapid guessing distort test performance? A meta-analytic investigation [Paper presentation]. National Council on Measurement in Education 2022 Annual Meeting, San Diego, CA.
Evaluating rapid guessing response patterns on a multistage assessment: A simulation study
Published:
Ihlenfeldt, S. D., & Deng, J. (2022, April 22-25). Evaluating rapid guessing response patterns on a multistage assessment: A simulation study [Paper presentation]. National Council on Measurement in Education 2022 Annual Meeting, San Diego, CA.
teaching
EPSY 5221
Graduate-level Course, Department of Educational Psychology, University of Minnesota, 2022
EPSY5221; 2022 Spring
Concepts, principles, and methods in educational/psychological measurement. Reliability, validity, item analysis, scores, score reports (e.g., grades). Modern measurement theories, including item response theory and generalizability theory. Emphasizes construction, interpretation, use, and evaluation of assessments regarding achievement, aptitude, interests, attitudes, personality, and exceptionality.