Publications

Kaldaras L, Li T, Haudek K, Krajcik J. Developing Rubrics for AI Scoring of NGSS Learning Progression-Based Scientific Models. In: Aera Annual Conference. Philadelphia, PA: American Educational Research Association; 2024.

Li T, Kaldaras L, Haudek K, Krajcik J. Utilizing Deep Learning AI to Evaluate Scientific Models: Overcoming the Challenges. In: Narst Annual Conference. Denver, CO: NARST; 2024.

Kaldaras L, Li T, Haudek K, Krajcik J. Rubric Development for AI Scoring of NGSS Learning Progression-Based Scientific Models To Support Individual Opportunity To Learn. In: Narst Annual Conference. Denver, CO: NARST; 2024.

Wilson CD, Haudek KC, Osborne JF, et al. Using automated analysis to assess middle school students competence with scientific argumentation. Journal of Research in Science Teaching. 2024;61(1). doi:10.1002/tea.21864.

Wang H, Li T, Haudek KC, et al. Is ChatGPT a Threat to Formative Assessment in College-Level Science? An Analysis of Linguistic and Content-Level Features to Classify Response Types. 2023. doi:10.1007/978-981-99-7947-9_13.

Haudek KC, Zhai X. Examining the Effect of Assessment Construct Characteristics on Machine Learning Scoring of Scientific Argumentation. International Journal of Artificial Intelligence in Education. 2023. doi:10.1007/s40593-023-00385-8.

Shiroda M, Doherty J, Scott EE, Haudek KC. Covariational reasoning and item context affect language in undergraduate mass balance written explanations. Advances in Physiology Education. 2023. doi:10.1152/advan.00156.2022.

Zhai X, Haudek KC, Ma W. Assessing Argumentation Using Machine Learning and Cognitive Diagnostic Modeling. Research in Science Education. 2023;53(2). doi:10.1007/s11165-022-10062-w.

Shiroda M, Fleming M, Haudek KC. Ecological diversity methods improve quantitative examination of student language in short constructed responses in STEM. Frontiers in Education. 2023;8. doi:10.3389/feduc.2023.989836.

Sripathi KN, Moscarella RA, Steele M, et al. Machine Learning Mixed Methods Text Analysis: An Illustration From Automated Scoring Models of Student Writing in Biology Education. Journal of Mixed Methods Research. 2023:15586898231153946. doi:10.1177/15586898231153946.

Doherty JH, Scott EE, Cerchiara JA, et al. What a Difference in Pressure Makes! A Framework Describing Undergraduate Students’ Reasoning about Bulk Flow Down Pressure Gradients. CBE—Life Sciences Education. 2023;22:ar23. doi:10.1187/cbe.20-01-0003.

Doherty JH, Cerchiara JA, Scoot EE, et al. Oaks to arteries: The Physiology Core Concept of flow down gradients supports transfer of student reasoning. Advances in Physiology Education. 2023. doi:10.1152/advan.00155.2022.

Haudek K, Romulo C, Anderson S, et al. Development of a Next Generation Concept Inventory with AI-based Evaluation for College Environmental Programs. In: Aera Annual Meeting. Chicago, IL: American Educational Research Association; 2023. doi:10.3102/IP.23.2014058.

Kaldaras L, Haudek KC. Validation of automated scoring for learning progression-aligned Next Generation Science Standards performance assessments. Frontiers in Education. 2022;7. doi:10.3389/feduc.2022.968289.

Kaldaras L, Yoshida N, Haudek KC. Rubric development for AI-enabled scoring of three-dimensional constructed-response assessment aligned to NGSS learning progression. Frontiers in Education. 2022;7. doi:10.3389/feduc.2022.983055.

Uhl JD, Shiroda M, Haudek KC. Developing assessments to elicit and characterize undergraduate mechanistic explanations about information flow in biology. Journal of Biological Education. 2022:1-20. doi:10.1080/00219266.2022.2041460.

Jeong S, Clyburn J, Bhatia N, McCourt J, Lemons PP. Student Thinking in the Professional Development of College Biology Instructors: An Analysis through the Lens of Sociocultural Theory. CBE—Life Sciences Education. 2022;21:ar30. doi:10.1187/cbe.21-01-0003.

Shiroda M, Scott E, Doherty JH, Haudek KC. Covariational reasoning and item context affect student language in undergraduate mass balance explanations. In: Society For Advancement Of Biology Education Research Annual Meeting. Minneapolis, MN: SABER; 2022.

Uhl JD, Sripathi KN, Meir E, Merrill J, Urban-Lurain M, Haudek KC. Automated Writing Assessments Measure Undergraduate Learning after Completion of a Computer-Based Cellular Respiration Tutorial. CBE—Life Sciences Education. 2021;20:ar33. doi:10.1187/cbe.20-06-0122.

Shiroda M, Uhl JD, Urban-Lurain M, Haudek KC. Comparison of Computer Scoring Model Performance for Short Text Responses Across Undergraduate Institutional Types. Journal of Science Education and Technology. 2021:1-12. doi:10.1007/s10956-021-09935-y.

Uhl JD, Sripathi KN, Saldanha JN, et al. Introductory biology undergraduate students mixed ideas about genetic information flow. Biochemistry and Molecular Biology Education. 2021;49(3). doi:https://doi.org/10.1002/bmb.21483.

Zhai X, Haudek KC, Wilson C, Stuhlsatz M. A Framework of Construct-Irrelevant Variance for Contextualized Constructed Response Assessment. Frontiers in Education. 2021;6:409. doi:10.3389/feduc.2021.751283.

Uhl JD, Haudek KC. Student Explanations about Molecular Processes During Information Flow and Transfer in Biology. In: Society For Advancement Of Biology Education Research. Virtual: SABER; 2021. https://beyondmultiplechoice.org/sites/default/files/2021-07/Uhl_Juli_SABER2021Poster(2).pdf.

Uhl JD, Merrill JE, Urban-Lurain M, Haudek KC, Sripathi KN, Meir E. Automated Writing Assessment of Undergraduate Learning After Completion of a Computer-based Cellular Respiration Tutorial. In: Society For Advancement Of Biology Education Research. Virtual: SABER; 2021. https://beyondmultiplechoice.org/sites/default/files/2021-07/Uhl_Juli_SABER2021_slides.pdf.

Shiroda M, Fleming MP, Haudek KC. Applying Ecological Diversity Methods to Improve Examination of Constructed Responses. In: Society For Advancement Of Biology Education Research. Virtual: SABER; 2021. https://beyondmultiplechoice.org/sites/default/files/2021-07/Shiroda_SABER%202021%20-%20Ordination2.pdf.

Uhl JD, Haudek KC. Undergraduate Student Explanations About Molecular Processes in Information Flow and Transfer in Biology. In: Narst Annual Conference. Virtual: National Association for Research on Science Teaching and Learning; 2021. https://beyondmultiplechoice.org/sites/default/files/2021-03/Uhl_Undergraduates_InformationFlow_NARST%202021.pdf.

Jeong S, Clyburn J, Lemons PP. Vygotskian professional development for biology instructors focusing on student thinking. In: National Association Of Research In Science Teaching Annual International Conference. virtual: NARST; 2021.

Haudek KC, Zhai X. Exploring the Effect of Assessment Construct Complexity on Machine Learning Scoring of Argumentation. In: Narst Annual Conference. Virtual: National Association for Research on Science Teaching and Learning; 2021. https://beyondmultiplechoice.org/sites/default/files/2021-03/Haudek_ExploringConstructComplexityonML_NARST2021.pdf.

Noyes K, McKay RL, Neumann M, Haudek KC, Cooper MM. Developing Computer Resources to Automate Analysis of Students' Explanations of London Dispersion Forces. Journal of Chemical Education Research. 2020. doi:10.1021/acs.jchemed.0c00445.

Zhai X, Haudek KC, Shi L, Nehm RH, Urban-Lurain M. From substitution to redefinition: A framework of machine-learning based science assessment. Journal of Research in Science Teaching. 2020. doi:10.1002/tea.21658.

Jescovitch LN, Scott E, Cerchiara JA, et al. Comparison of Machine Learning Performance Using Analytic and Holistic Coding Approaches Across Constructed Response Assessments Aligned to a Science Learning Progression. Journal of Science Education and Technology. 2020. doi:10.1007/s10956-020-09858-0.

Bierema AM-K, Hoskinson A-M, Moscarella RA, et al. Quantifying cognitive bias in educational researchers. International Journal of Research \& Method in Education. 2020. doi:10.1080/1743727X.2020.1804541.

Yoho R, Kohn K, Haudek KC, Merrill JE, Urban-Lurain M. Exploring the meaning of function as a complex idea embedded within the crosscutting concept of structure and function. Journal on Excellence in College Teaching. 2020;31.

Zhai X, Yue Y, Pellegrino JW, Haudek KC, Shi L. Applying machine learning in science assessment: a systematic review. Studies in Science Education. 2020;56:111-151. doi:10.1080/03057267.2020.1735757.

Zhai X, Haudek KC, Stuhlsatz M, Wilson CD. Evaluation of construct-irrelevant variance yielded by machine and human scoring of a science teacher PCK constructed response assessment. Studies in Educational Evaluation. 2020;67:100916. doi:https://doi.org/10.1016/j.stueduc.2020.100916.

You HS, Haudek KC, Merrill JE, Urban-Lurain M. Construct validity of computer scored constructed response items in undergraduate introductory biology courses. In: Rasch Measurement: Applications In Quantitative Educational Research. 1st ed. Singapore: Springer Singapore; 2020:223-240. doi:10.1007/978-981-15-1800-3_12.

Yoho R, Foster T, Urban-Lurain M, Merrill JE, Haudek KC. Interdisciplinary insights from instructor interviews reconciling "structure and function" in biology, biochemistry, and chemistry through the context of enzyme binding. Disciplinary and Interdisciplinary Science Education Research. 2019;1. doi:10.1186/s43031-019-0016-7.

Zagallo P, McCourt J, Idsardi R, et al. Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional Development. CBE - Life Sciences Education. 2019;18. doi:10.1187/cbe.19-06-0114.

Jescovitch LN, Scott EE, Cerchiara JA, et al. Deconstruction of Holistic Rubrics into Analytic Rubrics for Large-Scale Assessments of Students Reasoning of Complex Science Concepts. Practical Assessment, Research \& Evaluation. 2019;24. doi:10.7275/9h7f-mp76.

Sripathi KN, Moscarella RA, Yoho R, et al. Mixed Student Ideas about Mechanisms of Human Weight Loss. CBE—Life Sciences Education. 2019;18:ar37. doi:10.1187/cbe.18-11-0227.

Sieke SA, McIntosh BB, Steele M, Knight JK. Characterizing students ideas about the effects of a mutation in a noncoding region of DNA. CBE - Life Sciences Education. 2019;18:ar18. doi:10.1187/cbe.18-09-0173.

Haudek KC, Osborne J, Wilson CD. Using Automated Analysis to Assess Middle School Students Competence with Scientific Argumentation. In: Ncme. Toronto, Ontario, Canada: NCME; 2019. https://beyondmultiplechoice.org/sites/default/files/2019-08/NCME%20Haudek%20et%20al%2C%202019.pdf.

You HS, Merrill JE, Haudek KC, Urban-Lurain M. Rasch validation of computer scored constructed response items in undergraduate introductory biology courses. In: Narst. Baltimore, MD; 2019.

Roland KE, Kaplan JJ. P-values mean what? Conceptions students are demonstrating on open-ended responses [Poster]. In: U.s. Conference On Teaching Statistics. Penn State University; 2019.

Shiroda M, Uhl JD, Saldanha J, Sripathi KN, Merrill JE, Haudek KC. Student use of Vision and Change core concepts during discussions to answer conceptual questions in small group interview [Poster]. In: Gordon Research Conference. Lewiston, ME; 2019.

Shiroda M, Merrill JE, Koslowsky D, Haudek KC. Application of automated analysis of constructed responses in large enrollment undergraduate classrooms [Presentation]. In: Gordon Research Conference. Lewiston, ME; 2019.

Sbeglia GC, Nehm RH. Student reasoning about matter and energy transformation across contexts: Psychometric evaluation of cognitive coherence using Rasch analysis. In: Society For The Advancement Of Biology Education Research. Minneapolis, MN; 2019.

Cheuk T, Osborne J, Remington-Cunningham K, et al. Towards an Equitable Design Framework of Developing Argumentation in Science Items and Rubrics for Machine Learning. In: Narst. ; 2019.

Roland KE, Kaplan JJ. Students' understanding of definitional and relational characteristics of confidence intervals: Initial results [Poster]. In: Joint Statistical Meetings. Denver, CO; 2019.

Shiroda M, Uhl JD, Saldanha J, Sripathi KN, Merrill JE, Haudek KC. Student use of Vision and Change core concepts during discussions to answer conceptual questions in small group interview [Poster]. In: Create For Stem Mini-Conference. East Lansing, MI; 2019.