Angela Haydel DeBarger - Publications - SRI International

Angela Haydel DeBarger - Publications
Cameto, R., Haertel, G., DeBarger, A. H., & Morrison, K. (2010). Applying evidence-centered
design to alternate assessments in mathematics for students with significant cognitive disabilities
(Alternate Assessment Design–Mathematics Technical Report 1). Menlo Park: SRI International.
DeBarger, A. H., & Snow, A. (2010). Design Pattern on Model Use in Interdependence among
Living Systems (Large-Scale Assessment Technical Report 13). Menlo Park, CA: SRI
International.
DeBarger, A. H., Choppin, J., Beauvineau, Y., & Moorthy, S. (in press). Designing for
Productive Adaptations of Curriculum Interventions.
DeBarger, A. H., Penuel, W., Harris, C., Schank, P. (2011). Teaching routines to enhance
collaboration using classroom network technology. In F. Pozzi & D. Persico (Eds.), Techniques
for fostering collaboration in online learning communities: Theoretical and practical
perspectives (pp. 224-244). Hershey, PA. IGI Global: doi: 10.4018/978-1-61692-898-8
DeBarger, A. H., Seeratan, K., Cameto, R., Haertel, G., Knokey, A., & Morrison, K. (2011).
Implementing Evidence-Centered Design to Develop Assessments for Students with Significant
Cognitive Disabilities: Guidelines for Creating Design Patterns and Development Specifications
and Exemplar Task Templates for Mathematics (Alternate Assessment Design–Mathematics
Technical Report 9). Menlo Park: SRI International.
DeBarger, A. H., Yumoto, F., & Quellmalz, E. (2007). An illustration of PADI design system
capability with GLOBE assessments (PADI Technical Report 18). Menlo Park, CA: SRI
International.
DeBarger, A. H., & Riconscente, M. (2005). An example-based exploration of design patterns in
measurement (PADI Technical Report 8). Menlo Park, CA: SRI International.
Haydel, A. M. (2002). Measuring more than we know? An examination of the motivational and
situational influences in science achievement. Unpublished doctoral dissertation.
Haydel, A. M. (2002). Using cognitive analyses to describe motivation in terms of cognitive,
metacognitive and affective engagement in different science assessment contexts. Paper presented
at the annual meeting of the American Educational Research Association, New Orleans, LA.
Haydel, A. M., & Quellmalz, E. (2002). Using cognitive analysis to study the validities of science
inquiry assessments. Paper presented at the annual meeting of the American Educational
Research Association, New Orleans, LA.
Haydel, A. M., & Roeser, R. W. (2002). On the links between students’ motivational patterns and
their perceptions of, beliefs about, and performance on different types of science assessments: A
multidimensional approach to achievement validation (CSE Technical Report 573). Los Angeles:
University of California, National Center for Research on Evaluation, Standards, and Student
Testing.

Haydel, A. M., & Roeser, R. W. (2002). On motivation, ability and the perceived situation in
science test performance: A person-centered approach with high school students. Educational
Assessment, 8, 161-188.
Haynie, K., Haertel, G., Lash, A., Quellmalz, E., & DeBarger, A. H. (2006). Reverse Engineering
the NAEP Floating Pencil Task Using the PADI Design System (PADI Technical Report 16).
Menlo Park, CA: SRI International.
Means, B., Padilla, C., DeBarger, A., & Bakia, M. (2009). Implementing Data-Informed Decision
Making in Schools--Teacher Access, Supports and Use. Report prepared for U.S. Department of
Education, Office of Planning, Evaluation and Policy Development. Prepared by SRI
International, Menlo Park, CA.
Murray, E., Gravel, J., Rose, D., Haertel, G., DeBarger, A., Cheng, B., Blackorby, J., Colker, A.,
Javitz, H., Rucctinger, L., Snow, E., Mislevy, R., Zhang, T., & Hansen, E. (2010). Designing
large-scale science assessment tasks for students with high-incidence disabilities: The use of
evidence-centered design, design patterns, and universal design for learning. Paper presented at
the 2010 annual meeting of the American Educational Research Association (AERA), Denver,
CO.
Penuel, W. R., Crawford, V., Boscardin, C. K., Masyn, K., Debarger, A. H., & Urdan, T. C.
(2005). Teaching with student response system technology: A survey of K-12 teachers. Menlo
Park, CA: SRI International.
Quellmalz, E.S., DeBarger, A. H., Haertel, G., Schank, P., Buckley, B., Gobert, J., Horwitz, P., &
Ayala, C. (2007). Exploring the role of technology-based simulations in science assessment: The
Calipers project. In Science Assessment: Research And Practical Approaches Washington, DC:
NSTA.
Williams, M., DeBarger, A. H., Montgomery, B. L., Zhou, X. and Tate, E. (2011). Exploring
middle school students' conceptions of the relationship between genetic inheritance and cell
division. Science Education. doi: 10.1002/sce.20465