- 74%: Multilevel Rasch modeling of two-tier multiple choice test: A case study using Lawson’s classroom test of scientific reasoning
- 53%: Interpreting FCI scores: Normalized gain, preinstruction scores, and scientific reasoning ability
- 47%: Development and validation of a scientific (formal) reasoning test for college students
- 46%: Analysis to Develop Computerized Adaptive Testing with the Force Concept Inventory
- 44%: Test equity in developing short version conceptual inventories: A case study on the Conceptual Survey of Electricity and Magnetism
- 44%: Detecting the influence of item chaining on student responses to the Force Concept Inventory and the Force and Motion Conceptual Evaluation
- 44%: Learning Scientific Reasoning Skills May Be Key to Retention in Science, Technology, Engineering, and Mathematics
- 44%: Analysis of Individual Test Of Astronomy STandards (TOAST) Item Responses
- 42%: Applying Rasch theory to evaluate the construct validity of brief electricity and magnetism assessment
- 42%: Detecting Progression of Scientific Reasoning among University Science and Engineering Students
- 42%: Learning of content knowledge and development of scientific reasoning ability: A cross culture comparison
- 42%: From FCI To CSEM To Lawson Test: A Report On Data Collected At A Community College
- 42%: Exploring the structure of misconceptions in the Force Concept Inventory with modified module analysis
- 42%: Generating a growth-oriented partial credit grading model for the Force Concept Inventory
- 41%: FCI normalized gain, scientific reasoning ability, thinking in physics, and gender effects
- 41%: The development and validation of a classroom test of formal reasoning
- 41%: Exploring the gender gap in the conceptual survey of electricity and magnetism
- 41%: Gender fairness within the Force Concept Inventory
- 41%: Partitioning the gender gap in physics conceptual inventories: Force Concept Inventory, Force and Motion Conceptual Evaluation, and Conceptual Survey of Electricity and Magnetism
