Explanatory Models, Unit Standards, and Personalized Learning in Educational Measurement: Selected Papers by A. Jackson Stenner

The Standardized Growth Expectations:  Implications for Education Evaluation​

Construct Definition Methodology and Generalizability Theory Applied to Career Education Measurement

Testing Construct Theories

Toward and Theory of Construct Definition

Most Comprehensive Tests Do Measure Reading Comprehension:  A Response to McLean and Goldstein

Measuring Reading Comprehension with the Lexile Framework

Readability and Reading Ability

Mapping Variables

Theory Reference Measurement:  Combining Substantive Theory and the Rasch Model

Matching Students to Text:  The Targeted Reader

Does the Reader Comprehend the Text Because the Reader is Able or Because the Text is Easy?

From Model to Measurement with Dichotomous Items

Generally Objective Measurement of Human Temperature and Reading Ability:  Some Corollaries

A Technology Roadmap for Intangible Assets Metrology

How to Model and Test For the Mechanisms that Make Measurement Systems Tick

Can Psychometricians Learn to Think Like Physicists?

Metrology for the Social, Behavioral, and Economic Sciences

Causal Rasch Models

Comparison is Key

Individual-Centered vs. Group-Centered Measures

Causal Rasch Models in Language Testing:  An Application Rich P

Theory-Based Metrological Traceability in Education:  A Reading Measurement Network

Towards an Alignment of Engineering and Psychometric Approaches to Uncertainty in Measurement:  Consequences for the Future

The Unreasonable Effectiveness of Theory Based Instrument Calibration in the Natural Sciences:  What Can the Social Sciences Learn

On the Complex Geometry of Individuality and Growth:  Cooks 1914 "Curves of Life" and Reading Measurement