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Applying machine learning in science assessment: a systematic review. Studies in Science Education, 56(11), 111-151. doi:10.1080/03057267.2020.1735757. (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. presented at the 09/2020. doi:10.1007/s10956-020-09858-0. (2020).
Developing Computer Resources to Automate Analysis of Students' Explanations of London Dispersion Forces. Journal of Chemical Education Research. presented at the 10/2020. doi:10.1021/acs.jchemed.0c00445. (2020).
From substitution to redefinition: A framework of machine-learning based science assessment. Journal of Research in Science Teaching. presented at the 10/2020. doi:10.1002/tea.21658. (2020).
Quantifying cognitive bias in educational researchers. International Journal of Research & Method in Education. presented at the 08/2020. doi:10.1080/1743727X.2020.1804541. (2020).
Deconstruction of Holistic Rubrics into Analytic Rubrics for Large-Scale Assessments of Students’ Reasoning of Complex Science Concepts. Practical Assessment, Research & Evaluation, 24(7). presented at the 09/2019. doi:10.7275/9h7f-mp76. (2019).
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, 1(1). presented at the 12/2019. doi:10.1186/s43031-019-0016-7. (2019).
Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional Development. CBE - Life Sciences Education, 18(4). presented at the 11/2019. doi:10.1187/cbe.19-06-0114. (2019).
Towards an Equitable Design Framework of Developing Argumentation in Science Items and Rubrics for Machine Learning. In NARST Annual Conference. presented at the 04/2019, NARST.. (2019).
Applying Automated Analysis to Develop a Cost-Effective Measure of Science Teacher Pedagogical Content Knowledge. In National Assocation for Research in Science Teaching Annual Conference. presented at the 04/2016, Baltimore, MD: NARST.. (2016).
Automated Analysis Provides Insights into Students’ Challenges Understanding the Processes Underlying the Flow of Genetic Information. In National Assocation for Research in Science Teaching Annual Conference. presented at the 04/2016, Baltimore, MD: NARST.. (2016).
The Development of Constructed Response Astronomy Assessment Items. In National Assocation for Research in Science Teaching Annual Conference. presented at the 04/2016, Baltimore, MD: NARST. Retrieved from http://matthewmsteele.github.io/NARST2016/. (2016).
The Importance of Random Assortment and Blinding in Qualitative Data Analysis. Baltimore, MD. presented at the 04/2016.. (2016).
Construction of rubrics to evaluate content in students' scientific explanation using computerized text analysis. In NARST 2015 Annual International Conference. NARST.. (2015).
Creation of scoring rubrics assisted by Computerized Text Analysis. In CREATE for STEM Mini Conference.. (2015).
Examining the impact of question surface features on students' answers to constructed-response questions on photosynthesis. CBE - Life Sciences Education, 14. doi:10.1187/cbe.14-07-0110. (2015).
Expanding a National Network for Automated Analysis of Constructed Response Assessments to Reveal Student Thinking in STEM. Computers in Education Journal, 6, 65-81. Retrieved from https://peer.asee.org/expanding-a-national-network-for-automated-analysis-of-constructed-response-assessments-to-reveal-student-thinking-in-stem.pdf. (2015).
Examining the impact of question surface features on students’ answers to constructed response questions in biology. In CREATE4STEM Mini Conference. Michigan State University.. (2014).
Using lexical analysis software to assess student writing in statistics. Technology Innovations in Statistics Education, 8. Retrieved from http://www.escholarship.org/uc/item/57r90703. (2014).