Yue Yin
Yue Yin
College of Education, University of Illinois at Chicago
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Assessing computational thinking: A systematic review of empirical studies
X Tang, Y Yin, Q Lin, R Hadad, X Zhai
Computers & Education 148, 103798, 2020
Comparison of two concept‐mapping techniques: Implications for scoring, interpretation, and use
Y Yin, J Vanides, MA Ruiz‐Primo, CC Ayala, RJ Shavelson
Journal of Research in Science Teaching: The Official Journal of the …, 2005
On the impact of curriculum-embedded formative assessment on learning: A collaboration between curriculum and assessment developers
RJ Shavelson, DB Young, CC Ayala, PR Brandon, EM Furtak, ...
Applied measurement in education 21 (4), 295-314, 2008
On the impact of formative assessment on student motivation, achievement, and conceptual change
Y Yin, RJ Shavelson, CC Ayala, MA Ruiz-Primo, PR Brandon, EM Furtak, ...
Applied measurement in Education 21 (4), 335-359, 2008
Concept maps
J Vanides, Y Yin, M Tomita, MA Ruiz-Primo
Science Scope 28 (8), 27-31, 2005
On the fidelity of implementing embedded formative assessments and its relation to student learning
EM Furtak, MA Ruiz-Primo, JT Shemwell, CC Ayala, PR Brandon, ...
Applied measurement in education 21 (4), 360-389, 2008
Applying machine learning in science assessment: a systematic review
X Zhai, Y Yin, JW Pellegrino, KC Haudek, L Shi
Studies in Science Education 56 (1), 111-151, 2020
Diagnosing and dealing With student misconceptions: FLOATING and SINKING.
Y Yin, MK Tomita, RJ Shavelson
Science scope 31 (8), 2008
From formal embedded assessments to reflective lessons: The development of formative assessment studies
CC Ayala, RJ Shavelson, M Araceli Ruiz-Primo, PR Brandon, Y Yin, ...
Applied Measurement in Education 21 (4), 315-334, 2008
Meta‐analytic methodology and inferences about the efficacy of formative assessment
DC Briggs, MA Ruiz‐Primo, E Furtak, L Shepard, Y Yin
Educational Measurement: Issues and Practice 31 (4), 13-17, 2012
Using formal embedded formative assessments aligned with a short-term learning progression to promote conceptual change and achievement in science
Y Yin, MK Tomita, RJ Shavelson
International Journal of Science Education 36 (4), 531-552, 2014
Improving and assessing computational thinking in maker activities: The integration with physics and engineering learning
Y Yin, R Hadad, X Tang, Q Lin
Journal of Science Education and Technology 29, 189-214, 2020
Application of generalizability theory to concept map assessment research
Y Yin, RJ Shavelson
Applied Measurement in Education 21 (3), 273-291, 2008
On the role and impact of formative assessment on science inquiry teaching and learning
RJ Shavelson, Y Yin, EM Furtak, MA Ruiz-Primo, CC Ayala, DB Young, ...
Assessing science learning: Perspectives from research and practice, 21-36, 2008
The influence of formative assessments on student motivation, achievement, and conceptual change
Y Yin
Stanford University, 2005
Reasoning dimensions underlying science achievement: The case of performance assessment
CC Ayala, RJ Shavelson, Y Yin, SE Schultz
A Multidimensional Approach to Achievement Validation, 101-121, 2018
Practicing formative assessment for computational thinking in making environments
R Hadad, K Thomas, M Kachovska, Y Yin
Journal of Science Education and Technology 29 (1), 162-173, 2020
Formative assessment, motivation, and science learning
MA Ruiz-Primo, EM Furtak, C Ayala, Y Yin, RJ Shavelson
Handbook of formative assessment, 139-158, 2010
A comparison of two construct-a-concept-map science assessments: Created linking phrases and selected linking phrases
Y Yin
National Center for Research on Evaluation, Standards, and Student Testing …, 2004
Generalizability theory
M Li, RJ Shavelson, Y Yin, E Wiley
The encyclopedia of clinical psychology, 1-19, 2014
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