| The shortened raven standard progressive matrices: item response theory–based psychometric analyses and normative data W Van der Elst, C Ouwehand, P van Rijn, N Lee, M Van Boxtel, J Jolles Assessment 20 (1), 48-59, 2013 | 76 | 2013 |
| From cognitive-domain theory to assessment practice RE Bennett, P Deane, PW van Rijn Educational Psychologist 51 (1), 82-107, 2016 | 63 | 2016 |
| Modeling basic writing processes from keystroke logs H Guo, PD Deane, PW van Rijn, M Zhang, RE Bennett Journal of Educational Measurement 55 (2), 194-216, 2018 | 61 | 2018 |
| Evaluation of selection procedures for computerized adaptive testing with polytomous items PW van Rijn, TJHM Eggen, BT Hemker, PF Sanders Applied Psychological Measurement 26 (4), 393-411, 2002 | 53 | 2002 |
| Assessment of fit of item response theory models used in large-scale educational survey assessments PW van Rijn, S Sinharay, SJ Haberman, MS Johnson Large-scale Assessments in Education 4 (1), 10, 2016 | 50 | 2016 |
| Empirical recovery of argumentation learning progressions in scenario-based assessments of English language arts PW Van Rijn, EA Graf, P Deane Psicología Educativa 20 (2), 109-115, 2014 | 49 | 2014 |
| Are There Gender Differences in How Students Write Their Essays? An Analysis of Writing Processes M Zhang, RE Bennett, P Deane, PW van Rijn Educational Measurement: Issues and Practice 38 (2), 14-26, 2019 | 47 | 2019 |
| A comparison of item response models for accuracy and speed of item responses with applications to adaptive testing PW van Rijn, US Ali British Journal of Mathematical and Statistical Psychology 70 (2), 317-345, 2017 | 41 | 2017 |
| The case for scenario-based assessment of written argumentation P Deane, Y Song, P Van Rijn, T O’Reilly, M Fowles, R Bennett, J Sabatini, ... Reading and Writing 32, 1575-1606, 2019 | 38 | 2019 |
| Using argumentation learning progressions to support teaching and assessments of English language arts Y Song, P Deane, EA Graf, P van Rijn R&D Connections 22, 1-14, 2013 | 34 | 2013 |
| A generalized speed–accuracy response model for dichotomous items PW van Rijn, US Ali Psychometrika, 1-23, 2017 | 31 | 2017 |
| Learning progressions as a guide for design: Recommendations based on observations from a mathematics assessment EA Graf, PW van Rijn Handbook of test development, 165-189, 2016 | 30 | 2016 |
| A validation framework for science learning progression research H Jin, P van Rijn, JC Moore, MI Bauer, Y Pressler, N Yestness International Journal of Science Education 41 (10), 1324-1346, 2019 | 28 | 2019 |
| The sensitivity of a scenario-based assessment of written argumentation to school differences in curriculum and instruction P Deane, J Wilson, M Zhang, C Li, P van Rijn, H Guo, A Roth, ... International Journal of Artificial Intelligence in Education 31, 57-98, 2021 | 23 | 2021 |
| Scenario-Based Assessments in Writing: An Experimental Study M Zhang, PW van Rijn, P Deane, RE Bennett Educational Assessment, 2019 | 23 | 2019 |
| Categorical time series in psychological measurement PW Van Rijn University of Amsterdam, 2008 | 22 | 2008 |
| How do proficient and less proficient students differ in their composition processes? RE Bennett, M Zhang, P Deane, PW van Rijn Educational Assessment 25 (3), 198-217, 2020 | 19 | 2020 |
| An evaluation of different statistical targets for assembling parallel forms in item response theory US Ali, PW van Rijn Applied psychological measurement 40 (3), 163-179, 2016 | 19 | 2016 |
| Technology enhanced assessments in mathematics and beyond: Strengths, challenges, and future directions GA Cayton-Hodges, E Marquez, M Keehner, C Laitusis, P van Rijn, ... ETS Invitational Research Symposium on Technology Enhanced Assessments …, 2012 | 19 | 2012 |
| Resultaten PISA-2006. Praktische kennis en vaardigheden van 15-jarigen A Knecht-van Eekelen, E Gille, P Rijn Arnhem: Cito, 2007 | 19 | 2007 |
Paul D. DeaneEducational Testing ServiceVerified email at ets.org
