Cari F. Herrmann-Abell

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Investigating the Comparability of Multiple-Choice and Constructed-Response Science Assessments.

Cari F. Herrmann-Abell, Joseph Hardcastle, George E. DeBoer, 2019 .

Toward High School Biology: Helping Middle School Students Understand Chemical Reactions and Conservation of Mass in Nonliving and Living Systems

Jo Ellen Roseman, Cari F. Herrmann-Abell, Mary Koppal, 2016, CBE life sciences education.

Results from a Pilot Study of a Curriculum Unit Designed to Help Middle School Students Understand Chemical Reactions in Living Systems.

Jo Ellen Roseman, Cari F. Herrmann-Abell, Jean C. Flanagan, 2012 .

Designing for the Next Generation Science Standards: Educative Curriculum Materials and Measures of Teacher Knowledge

Jo Ellen Roseman, Cari F. Herrmann-Abell, Mary Koppal, 2017 .

Comparability of Computer-Based and Paper-Based Science Assessments.

Cari F. Herrmann-Abell, Joseph Hardcastle, George E. DeBoer, 2018 .

Developing NGSS-Aligned Tasks to Assess Elementary School Students' Ability to Explain Energy-Related Phenomena.

Cari F. Herrmann-Abell, Joseph Hardcastle, George E. DeBoer, 2020 .

Comparing Student Performance on Paper-and-Pencil and Computer-Based-Tests.

Cari F. Herrmann-Abell, Joseph Hardcastle, George E. DeBoer, 2017 .

Developing and Evaluating an Eighth Grade Curriculum Unit That Links Foundational Chemistry to Biological Growth: Paper 5--Using Teacher Measures to Evaluate the Promise of the Intervention.

Jo Ellen Roseman, Cari F. Herrmann-Abell, Jean C. Flanagan, 2013 .

Developing and Using Distractor-Driven Multiple-Choice Assessments Aligned to Ideas About Energy Forms, Transformation, Transfer, and Conservation

Cari F. Herrmann-Abell, George E. DeBoer, G. DeBoer, 2014 .

Developing and Evaluating an Eighth Grade Curriculum Unit That Links Foundational Chemistry to Biological Growth: Changing the Research-Based Curriculum.

Janet F. Carlson, Jo Ellen Roseman, Cari F. Herrmann-Abell, 2013 .

Investigating a learning progression for energy ideas from upper elementary through high school

Cari F. Herrmann-Abell, George E. DeBoer, G. DeBoer, 2018 .

Comparing three online testing modalities: Using static, active, and interactive online testing modalities to assess middle school students' understanding of fundamental ideas and use of inquiry skills related to ecosystems

Jodi L. Davenport, Michael J. Timms, Edys S. Quellmalz, 2014 .

Using Distractor-Driven Standards-Based Multiple-Choice Assessments and Rasch Modeling to Investigate Hierarchies of Chemistry Misconceptions and Detect Structural Problems with Individual Items.

Cari F. Herrmann-Abell, George E. DeBoer, G. DeBoer, 2011 .

Using Content-Aligned Assessment to Probe Middle School Students' Understanding of Ideas About Energy

Cari F. Herrmann-Abell, G. DeBoer, 2009 .

Using Rasch to Develop and Validate an Assessment of Students' Progress on the Energy Concept.

Cari F. Herrmann-Abell, G. DeBoer, J. Hardcastle, 2018 .

Evaluating a Unit Aim at Helping Students Understand Matter and Energy for Growth and Activity

Cari F. Herrmann-Abell, 2019, Proceedings of the 2019 AERA Annual Meeting.

Validating an Assessment for Tracking Students' Growth in Understanding of Energy from Elementary School to High School.

Cari F. Herrmann-Abell, G. DeBoer, J. Hardcastle, 2017 .

Using Rasch Modeling and Option Probability Curves to Diagnose Students' Misconceptions.

Cari F. Herrmann-Abell, G. DeBoer, 2016 .

Investigating Students' Understanding of Energy Transformation, Energy Transfer, and Conservation of Energy Using Standards-Based Assessment Items

Cari F. Herrmann-Abell, G. DeBoer, 2011 .