Publications by Christopher D. Wilson

Stuhlsatz, M., Wilson, C. D., Buck-Bracey, Z., Urban-Lurain, M., Merrill, J. E., & Haudek, K. C. (2016). Applying Automated Analysis to Develop a Cost-Effective Measure of Science Teacher Pedagogical Content Knowledge. In NARST. Baltimore, MD. (Original work published 04/2016AD)
Zhai, X., Haudek, K. C., Stuhlsatz, M., & Wilson, C. D. (2020). Evaluation of construct-irrelevant variance yielded by machine and human scoring of a science teacher PCK constructed response assessment. Studies In Educational Evaluation, 67, 100916.
Cheuk, T., Osborne, J., Remington-Cunningham, K., Haudek, K. C., Santiago, M. M., Urban-Lurain, M., et al. (2019). Towards an Equitable Design Framework of Developing Argumentation in Science Items and Rubrics for Machine Learning. In NARST.
Moscarella, R. A., Urban-Lurain, M., Merritt, B., Long, T., Richmond, G., Merrill, J. E., et al. (2008). Understanding undergraduate students conceptions in science: Using lexical analysis software to analyze students constructed responses in biology. NARST 2008 Annual International Conference. Baltimore, MD. (Original work published March 30 - April)
Haudek, K. C., Osborne, J., & Wilson, C. D. (2019). Using Automated Analysis to Assess Middle School Students Competence with Scientific Argumentation. In NCME. Toronto, Ontario, Canada: NCME. Retrieved from (Original work published 03/2019AD)
Wilson, C. D., Haudek, K. C., Osborne, J. F., Bracey, Z. E. B., Cheuk, T., Donovan, B. M., et al. (2024). Using automated analysis to assess middle school students competence with scientific argumentation. Journal Of Research In Science Teaching, 61(1). (Original work published 01/2024AD)