Publications by Xiaoming Zhai
(2021). A Framework of Construct-Irrelevant Variance for Contextualized Constructed Response Assessment. Frontiers In Education, 6, 409. http://doi.org/10.3389/feduc.2021.751283.
(2020). Applying machine learning in science assessment: a systematic review. Studies In Science Education, 56, 111-151. http://doi.org/10.1080/03057267.2020.1735757.
(2022). Assessing Argumentation Using Machine Learning and Cognitive Diagnostic Modeling. Research In Science Education. http://doi.org/10.1007/s11165-022-10062-w (Original work published 07/2022AD).
(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. http://doi.org/https://doi.org/10.1016/j.stueduc.2020.100916.
(2021). 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. Retrieved from https://beyondmultiplechoice.org/sites/default/files/2021-03/Haudek_ExploringConstructComplexityonML_NARST2021.pdf (Original work published 04/2021AD).
(2020). From substitution to redefinition: A framework of machine-learning based science assessment. Journal Of Research In Science Teaching. http://doi.org/10.1002/tea.21658 (Original work published 10/2020AD).
(2023). Using automated analysis to assess middle school students competence with scientific argumentation. Journal Of Research In Science Teaching, n/a. http://doi.org/10.1002/tea.21864 (Original work published may).