Emily E. Scott

Comparison of Machine Learning Performance Using Analytic and Holistic Coding Approaches Across Constructed Response Assessments Aligned to a Science Learning Progression

Mark Urban-Lurain, Kevin C. Haudek, John Merrill, 2020, Journal of Science Education and Technology.

Challenges in Developing Computerized Scoring Models for Principle-Based Reasoning in a Physiology Context

Kevin C. Haudek, John E. Merrill, Jennifer H. Doherty, 2019 .

Deconstruction of Holistic Rubrics into Analytic Rubrics for Large-Scale Assessments of Students’ Reasoning of Complex Science Concepts

Kevin C. Haudek, John E. Merrill, Jennifer H. Doherty, 2019 .

Developing an Analytical Framework to Characterize Student Reasoning about Complex Processes

Sonia M. Underwood, Emily E. Scott, C. W. Anderson, 2018, CBE life sciences education.

Learning Progressions: An Empirically Grounded, Learner-Centered Framework to Guide Biology Instruction

Jennifer H. Doherty, Emily E. Scott, M. Wenderoth, 2019, CBE life sciences education.

How students reason about matter flows and accumulations in complex biological phenomena: An emerging learning progression for mass balance

Jennifer H. Doherty, Emily E. Scott, Jack A. Cerchiara, 2022, Journal of Research in Science Teaching.

How Chinese and American Students Construct Explanations of Carbon-Transforming Processes

Emily E. Scott, C. W. Anderson, K. Draney, 2019, EURASIA Journal of Mathematics, Science and Technology Education.

Design-Based Research: A Methodology to Extend and Enrich Biology Education Research

Jennifer H. Doherty, Emily E. Scott, M. Wenderoth, 2020, CBE life sciences education.