Publications by Mark Urban-Lurain

Weston, M. M., Haudek, K. C., Prevost, L. B., Lyons, C., Urban-Lurain, M., Merrill, J. E., & Parker, J. M. (2012). How are students interpreting constructed response questions? Using computerized lexical analysis to identify key concepts in student writing. In Society for the Advancement of Biology Education Research. Minneapolis, MN.
Cockerill, H., Bierema, A. M. -K., Moscarella, R. A., Haudek, K. C., Urban-Lurain, M., & Merrill, J. E. (2017). Undergraduate students’ understanding of the origin of genetic variation: insights from the automated analysis of constructed responses. In University Undergraduate Research and Arts Forum.
Prevost, L. B., Knight, J. K., Smith, M. K., Haudek, K. C., Merrill, J. E., & Urban-Lurain, M. (2012). Using Lexical Analysis to Explore Students’ Written Responses to Genetics Concept Assessment-Derived Items. In Society for the Advancement of Biology Education Research. Minneapolis, MN.
Pelletreau, K. N., Andrews, T. C., Armstrong, N., Bedell, M. A., Dastoor, F., Dean, N., et al. (2016). A clicker-based case study that untangles student thinking about the processes in the central dogma. CourseSource. http://doi.org/https://doi.org/10.24918/cs.2016.15
Lemons, P. P., McCourt, J., Knight, J. K., Merrill, J. E., Nehm, R. H., Prevost, L. B., et al. (2016). A community of enhanced assessment facilitates reformed teaching. In American Association for the Advancement of Science. Washington, DC. Retrieved from http://www.enfusestem.org/projects/a-community-of-enhanced-assessment-facilitates-reformed-teaching/ (Original work published 04/2016AD)
Pelletreau, K. N., Knight, J. K., Lemons, P. P., McCourt, J., Merrill, J. E., Nehm, R. H., et al. (2018). A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions. Cbe—Life Sciences Education, 17, es5. http://doi.org/10.1187/cbe.17-12-0260
Williams, C. T., Nyutu, E. N., Moscarella, R. A., Sydlik, M., & Urban-Lurain, M. (2017). A method for analyzing and visualizing project teamwork [Poster]. In Michigan Academy of Science, Arts & Letters Conference.
Park, M., Urban-Lurain, M., & Haudek, K. C. (2015). A Promising Approach to Examining Student Energy Conceptions. In CREATE for STEM Mini Conference.
Moscarella, R. A., Mazur, A., Haudek, K. C., Urban-Lurain, M., & Merrill, J. E. (2017). A student reasoning framework describing the role of a mRNA in the transcription of DNA. In Gordon Research Conference on Undergraduate Biology Education Research.
Urban-Lurain, M., Merrill, J. E., Cooper, M., Lira, C. T., & Haudek, K. C. (2014). AACR III: Expanding a National Network for Automated Analysis of Constructed Response Assessments to Reveal Student Thinking in STEM. CREATE for STEM Mini Conference. East Lansing, MI. Retrieved from http://conference.create4stem.msu.edu/ (Original work published 02/2014AD)
Steele, M., Park, M., & Urban-Lurain, M. (2015). AACR: Automated Analysis of Constructed Response Physics and Astronomy Questions. In American Association of Physics Teachers Summer Meeting.
Steele, M., Park, M., & Urban-Lurain, M. (2015). AACR: Probing Student Thinking with Computer Analyzed Constructed Response Questions. In American Association of Physics Teachers Summer Meeting.
Prevost, L. B., Bierema, A. M. -K., Kaplan, J. J., Knight, J. K., Lemons, P. P., Lira, C. T., et al. (2016). An iterative approach to developing, refining and validating machine-scored constructed response assessments. In American Association for the Advancement of Science. Washington, DC. Retrieved from http://www.enfusestem.org/projects/an-iterative-approach-to-developing-refining-and-validating-machine-scored-constructed-response-assessments/ (Original work published 04/2016AD)
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)
Ha, M., Nehm, R. H., Urban-Lurain, M., & Merrill, J. E. (2011). Applying Computerized-Scoring Models of Written Biological Explanations across Courses and Colleges: Prospects and Limitations. Cbe Life Sciences Education, 10, 379-393. http://doi.org/10.1187/cbe.11-08-0081
Saldanha, J., Shiroda, M., Merrill, J. E., Urban-Lurain, M., & Haudek, K. C. (2019). Automated Analyses of Constructed Response (AACR) questions in STEM courses provide insights into student thinking [Poster]. In CREATE for STEM Mini-Conference.
Saldanha, J., Shiroda, M., Merrill, J. E., Urban-Lurain, M., & Haudek, K. C. (2019). Automated Analyses of Constructed Response (AACR) questions in STEM courses provide insights into student thinking [Poster]. In Spring Conference on Student Learning and Success.
Uhl, J. D., Sripathi, K. N., Santiago, M. M., Meir, E., Merrill, J. E., Urban-Lurain, M., & Haudek, K. C. (2019). Automated analysis can guide instructor understanding of student writing about cellular respiration [Poster]. In CREATE for STEM Mini-Conference.
Uhl, J. D., Sripathi, K. N., Santiago, M. M., Meir, E., Merrill, J. E., Urban-Lurain, M., & Haudek, K. C. (2019). Automated analysis can guide instructor understanding of student writing about cellular respiration [Poster]. In Spring Conference on Student Learning and Success.
Urban-Lurain, M., Merrill, J. E., Haudek, K. C., Nehm, R. H., Moscarella, R. A., Steele, M., & Park, M. (2015). Automated analysis of constructed responses: What are we modeling?. In Society for the Advancement of Biology Education Research.
Urban-Lurain, M. (2011). Automated Analysis Of Student Writing Reveals Student Thinking: An Innovative Assessment Methodology Built On Community Goals. 241st ACS National Meeting & Exposition. Anaheim, CA: American Chemical Society. (Original work published 03/2011AD)
Corley, L., Olwine, J., Noyes, K., Cooper, M., Haudek, K. C., & Urban-Lurain, M. (2014). Automated Analysis of Students Constructed Explanations in Chemistry. Biennial Conference on Chemical Education. Grand Valley State University. (Original work published 08/2014AD)
Moscarella, R. A., Haudek, K. C., Knight, J. K., Mazur, A., Pelletreau, K. N., Prevost, L. B., et al. (2016). Automated Analysis of Written Assessments in STEM: Methodological Issues. In NARST. Baltimore, MD. (Original work published 04/2016AD)
Moscarella, R. A., Haudek, K. C., Knight, J. K., Mazur, A., Pelletreau, K. N., Prevost, L. B., et al. (2016). Automated Analysis Provides Insights into Students' Challenges Understanding the Processes Underlying the Flow of Genetic Information. In NARST. Baltimore, MD. (Original work published 04/2016AD)
Steele, M., Haudek, K. C., Merrill, J. E., Moscarella, R. A., Park, M., & Urban-Lurain, M. (2015). Automated Reporting of the Lexical and Statistical Analysis of Student Constructed Responses. In CREATE for STEM Mini-Conference.
Prevost, L. B., Haudek, K. C., Norton-Henry, E., Berry, M. C., & Urban-Lurain, M. (2013). Automated Text Analysis Facilitates Using Written Formative Assessments for Just-in-Time Teaching in Large Enrollment Courses. ASEE Annual Conference. Atlanta, GA: ASEE. Retrieved from http://www.asee.org/public/conferences/20/papers/7131/view (Original work published 06/2013AD)
Urban-Lurain, M., Moscarella, R. A., Haudek, K. C., Giese, E., Sibley, D. F., & Merrill, J. E. (2009). Beyond multiple choice exams: Using computerized lexical analysis to understand students conceptual reasoning in STEM disciplines. Frontiers in Education. San Antonio, TX: ASEE/IEEE. Retrieved from http://fie-conference.org/fie2009/papers/1195.pdf (Original work published October 18-21)
Haudek, K. C., Moscarella, R. A., Urban-Lurain, M., & Merrill, J. E. (2010). Beyond Multiple Choice: Developing Automated Analysis of Constructed Responses [Poster]. Michigan State University: MSU SOTL symposium. (Original work published 05/2010AD)
Lyons, C., Merrill, J. E., & Urban-Lurain, M. (2010). Beyond Multiple Choice: Heterogeneous Thinking About Photosynthesis is Revealed by Automated Analysis of Student Writing [Poster]. In STEM Education Day. Michigan State University.
Haudek, K. C., Moscarella, R. A., Urban-Lurain, M., & Merrill, J. E. (2010). Beyond Multiple Choice: Using Automated Analysis to Evaluate Student Writing About Biology [Poster]. In STEM Education Day. Michigan State University.
Mazur, A., Moscarella, R. A., Merrill, J. E., & Urban-Lurain, M. (2015). Biology Central Dogma: What are the Student Learning Challenges?. In University Undergraduate Research and Arts Forum. Michigan State University.
Jescovitch, L. N., Doherty, J. H., Scott, E. E., Cerchiara, J. A., Wenderoth, M. P., Urban-Lurain, M., et al. (2019). Challenges in Developing Computerized Scoring Models for Principle-Based Reasoning in a Physiology Context. In NARST. Baltimore, MD.
Weston, M. M., Parker, J. M., & Urban-Lurain, M. (2013). Comparing Formative Feedback Reports: Human and Automated Text Analysis of Constructed Response Questions in Biology. In NARST. Rio Grande, Puerto Rico. (Original work published 04/2013AD)
Weston, M. M., Parker, J. M., & Urban-Lurain, M. (2013). Comparing Formative Feedback Reports: Human and Automated Text Analysis of Constructed Response Questions in Biology [Poster]. In NARST. Rio Grande, Puerto Rico.
Weston, M. M., Parker, J. M., & Urban-Lurain, M. (2013). Comparing Formative Feedback Reports: Human and Automated Text Analysis of Constructed Response Questions [Poster]. In University Undergraduate Arts and Research Forum (UURAF). Michigan State University.
Jescovitch, L. N., Doherty, J. H., Scott, E. E., Cerchiara, J. A., Wenderoth, M. P., Urban-Lurain, M., et al. (2019). Comparison of analytic and holistic coding approaches and machine learning performances across a flux learning progression. In Society for the Advancement of Biology Education Research . Minneapolis, MN.
Jescovitch, L. N., Scott, E., Cerchiara, J. A., Merrill, J. E., Urban-Lurain, M., Doherty, J. H., & Haudek, K. C. (2020). 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. http://doi.org/10.1007/s10956-020-09858-0 (Original work published 09/2020AD)
Haudek, K. C., Moscarella, R. A., Urban-Lurain, M., & Merrill, J. E. (2009). Computer Scoring of Essay Questions [Poster]. In Biology Leadership Conference. Michigan State University.
Merrill, J. E., Haudek, K. C., & Urban-Lurain, M. (2011). Computerized Analysis of Student Writing and Student Ideas about Scientific Concepts. In Network for Academic Renewal Conference. Miami, FL: AAC&U and PKAL.
Prevost, L. B., Haudek, K. C., Cooper, M., & Urban-Lurain, M. (2014). Computerized Lexical Analysis of Students Written Interpretations of Chemical Representations. In NARST. Pittsburgh, PA. (Original work published 04/2014AD)
Park, M., Haudek, K. C., & Urban-Lurain, M. (2015). Computerized lexical analysis of students' written responses for diagnosing conceptual understanding of energy. In NARST. (Original work published 04/2015AD)
Merrill, J. E., Lyons, C., Jones, S., Moscarella, R. A., Haudek, K. C., & Urban-Lurain, M. (2011). Computerized Lexical Analysis Reveals: Complexity of Student Ideas in Biology [Presentation]. In Society for Advancement of Biology Education Research . Minneapolis, MN.
Foster, T., Haudek, K. C., Moscarella, R. A., Yoho, R., Urban-Lurain, M., & Merrill, J. E. (2017). Computerized scoring of open response questions: A case study of enzyme structure and function [Poster]. In University Undergraduate Research and Arts Forum (UURAF). Michigan State University.
Foster, T., Haudek, K. C., Moscarella, R. A., Yoho, R., Urban-Lurain, M., & Merrill, J. E. (2017). Computerized scoring of student open response questions: A case study of enzyme structure and function [Poster]. In National Meeting for the Society for the Advancement of Biology Education Research (SABER). Minneapolis, MN.
You, H. S., Haudek, K. C., Merrill, J. E., & Urban-Lurain, M. (2020). Construct validity of computer scored constructed response items in undergraduate introductory biology courses. In Rasch Measurement: Applications in Quantitative Educational Research (1st ed., pp. 223-240). Singapore: Springer Singapore. http://doi.org/10.1007/978-981-15-1800-3_12
Haudek, K. C., Moscarella, R. A., Weston, M. M., Merrill, J. E., & Urban-Lurain, M. (2015). Construction of rubrics to evaluate content in students' scientific explanation using computerized text analysis. In NARST.
Moscarella, R. A., Stoltzfus, J. R., Merrill, J. E., Haudek, K. C., & Urban-Lurain, M. (2015). Creation of scoring rubrics assisted by Computerized Text Analysis. In CREATE for STEM Mini Conference. East Lansing, MI.
Prevost, L. B., Haudek, K. C., Merrill, J. E., & Urban-Lurain, M. (2012). Deciphering Student Ideas on Thermodynamics Using Computerized Lexical Analysis of Student Writing. In American Society for Engineering Education. San Antonio, TX. Retrieved from http://www.asee.org/public/conferences/8/papers/4747/view (Original work published 06/2012AD)
Jescovitch, L. N., Scott, E. E., Cerchiara, J. A., Doherty, J. H., Wenderoth, M. P., Merrill, J. E., et al. (2019). Deconstruction of Holistic Rubrics into Analytic Rubrics for Large-Scale Assessments of Students Reasoning of Complex Science Concepts. Practical Assessment, Research \& Evaluation, 24. http://doi.org/10.7275/9h7f-mp76 (Original work published 09/2019AD)
Sripathi, K. N., Knapp, J., Moscarella, R. A., Haudek, K. C., Urban-Lurain, M., & Merrill, J. E. (2017). Developing a Constructed Response Question Targeting Student Understanding of Phospholipid Properties within a Cell Membrane. In Society for the Advacement of Biology Education Research.