I am an education researcher who gets excited about how we can use technology and the data it provides to understand learners and learning. I currently lead a team of education researchers and learning designers focused on embedding what we know from learning science and assessment research into digital learning environments at Pearson.


DiCerbo, K. E., Xu, Y., Levy, R., Lai, E., & Holland, L. (2017). Modeling Student Cognition in Digital and Nondigital Assessment Environments. Educational Assessment. Advance online publication. doi:10.1080/10627197.2017.1382343

DiCerbo, K. E. (2017). Building the evidentiary argument in game-based assessment. Journal of Applied Testing Technology, 18, 7-18.

DiCerbo, K. E., Shute, V., & Kim, Y. J. (2017). The future of assessment in technology rich environments: Psychometric considerations of ongoing assessment. In J. M. Spector, B. Lockee, & M. Childress (Eds.), Learning, design, and technology: An international compendium of theory, research, practice, and policy. New York, NY: Springer.

DiCerbo, K. E., Ferrara, S., & Lai, E. (2017). Principled design and development for embedding assessment for learning in games and simulations. In H. Jiao & R. W. Lissitz (Eds.) Technology-enhanced innovative assessment: Development, modeling, and scoring from an interdisciplinary perspective (pp. 267-297). Charlotte, NC: Information Age Publishing.

Lai, E., DiCerbo, K., & Foltz, P. (2017). Skills for today: What we know about teaching and assessing collaboration. [white paper] London: Pearson.

Ventura, M., Lai, E., & DiCerbo, K. E. (2017). Skills for today: What we know about teaching and assessing critical thinking [white paper]. London: Pearson.

Metusalem, R., Belenky, D., & DiCerbo, K. E. (2017). Skills for today: What we know about teaching and assessing communication [white paper]. London: Pearson.

Lai, E., Kobrin, J., DiCerbo, K. E., & Holland, L. R. (2017). Tracing the assessment triangle with learning progression-aligned assessments in mathematics. Measurement: Interdisciplinary Research and Perspectives, 3-4, 143-162.

Shea, P., DiCerbo, K. E., & Grenier, J. M. (2017). All play means something: Using digital learning games and simulations to support instructional decisions and assessment. In P. Maki and G. D. Kuh, Real-time student assessment: Meeting the imperative for improved time to degree, closing the opportunity gap, and assuring student competencies for 21st century needs. New York: Stylus Publishing. [This is a longer version of the chapter published in the book.]

DiCerbo, K. E. (2016). Integrating Data Across Digital Activities. Journal of Learning, Media, and Technology, 41, 233-251.

DiCerbo, K. E., Mislevy, R. J., & Behrens, J. T (2016). Inference in game-based assessment. In H. F. O’Neil, Baker, E., & Perez, R. (Eds.) Using Games and Simulations for Teaching and Assessment: Key Issues (pp. 253-279). London: Routledge.

Gonzalez-Brenes, J., Behrens, J. T., Mislevy, R. J., Levy, R. & DiCerbo, K. E. (2016)  Bayesian inference networks. In A. Rupp & J. Leighton (Eds.). The Handbook of Cognitive Assessment (pp. 328-353). New York: Wiley.

Corrigan, S., DiCerbo, K., Frenz, M., Hoffman, E., John, M., & Owen, L. (2015). GlassLab Game Design Handbook. San Francisco: GlassLab.

DiCerbo, K. E. (2015). Assessment of task persistence. In  Y. Rosen, S. Ferrara, & M. Mosharraf (Eds.) Handbook of Research on Computational Tools  for Real-World Skill Development (pp. 780-806). Hershey, PA: IGI Global.

DiCerbo, K. E., Bertling, M., Stephenson, S., Jie, Y., Mislevy, R. J., Bauer, M., Jackson, T. (2015). The role of Exploratory Data Analysis in the development of game-based assessments. In C. S. Loh, Y. Sheng, & D. Ifenthaler (Eds.). Serious Games Analytics: Methodologies for Performance Measurement, Assessment, and Improvement (pp. 319-342). New York: Springer.

Mislevy, R. J., Oranje, A., Bauer, M., vanDavier, A., Corrigan, S., DiCerbo, K. E., & John, M. (2015). Psychometrics and game-based assessment. In F. Drasgow (Ed.) Technology and Testing (pp. 23-48). New York, NY: Taylor & Francis.

Behrens, J. T. & DiCerbo, K. E. (2014). Harnessing the currents of the digital ocean. In J. Larussen  & B. White (Eds.)  Learning Analytics: From Research to Practice (pp. 39-60). New York: Springer.

Behrens, J. T. & DiCerbo, K. E. (2014). Technological Implications for Assessment Ecosystems: Opportunities for Digital Technology to Advance Assessment. Teachers College Record, 116, 1-22.
    Originally commissioned by the Gordon Commission on the Future of Assessment and published as: Behrens, J. T. & DiCerbo, K. E. (2012). Technological implications for assessment ecosystems: Opportunities for digital technology to advance assessment.

DiCerbo, K. E. (2014). Game-based assessment of persistence. Journal of Educational Technology and Society, 17(1), 17-28.

DiCerbo, K. E. & Behrens, J. T. (2014). The impact of the digital ocean on education. [white paper] London: Pearson.

Frezzo, D. C., DiCerbo, K. E., Behrens, J. T., & Chen, M. (2014). An extensible micro-world for learning in the networking professions. Information Sciences, 264, 91-103.

Mislevy, R. J., Oranje, A., Bauer, M. I., vonDavier, A., Hao, J., Corrigan, S., Hoffman, E., DiCerbo, K. & John, M. (2014). Psychometric considerations in game-based assessment.  [white paper]  New York: Institute of Play.

Behrens. J. T., DiCerbo, K. E., Yel, N. & Levy, R. (2012). Exploratory data analysis. In I. B. Weiner, J. A. Schinka, & W. F. Velicer (Eds.) Handbook of Psychology: Research Methods in Psychology, 2nd ed (pp. 34-70). New York: Wiley.

Behrens, J. T., Mislevy, R. J., DiCerbo, K. E., & Levy, R. (2012). Evidence centered design for learning and assessment in the digital world. In M. Mayrath, J. Clarke-Midura, D. H. Robinson, & G. Schraw  (Eds.).  Technology-based assessments for 21st Century skills:  Theoretical and practical implications from modern research  (pp. 13-54). Charlotte, NC:  Information Age Publishing.

DiCerbo, K. E. & Behrens, J. T. (2012). Implications of the digital ocean on current and future assessment. In R. Lissitz & H. Jiao (Eds.) Computers and their impact on state assessment: Recent history and predictions for the future (pp. 273-306). Charlotte, North Carolina: Information Age Publishing.

Mislevy, R. J., Behrens, J. T., DiCerbo, K. E., Frezzo, D. C., & West, P. (2012). Three things game designers need to know about assessment: Evidence-centered design for game-based assessment. In D. Ifenthaler, D. Eseryel, & X. Ge (eds.), Assessment in game-based learning: Foundations, innovations, and perspectives (pp. 59-84).  New York: Springer.

Mislevy, R. J., Behrens, J. T., DiCerbo, K. E., & Levy, R. (2012). Design and Discovery in Educational Assessment: Evidence-Centered Design, Psychometrics, and Educational Data Mining. Journal of Educational Data Mining, 4, 11-48.

Rupp, A. A., Levy, R., DiCerbo, K. E., Sweet, S., Crawford, A. V., Caliço, T., Benson, M., Fay, D., Kunze, K. L., Mislevy, R. J., & Behrens, J. T. (2012). Putting ECD into practice: The interplay of theory and data in evidence models within a digital learning environment. Journal of Educational Data Mining, 4, 49-110.

West, P., Wise Rutstein, D., Mislevy, R.J., Liu, J., Levy, R., DiCerbo, K. E., Crawford, A., Choi, Y., Chapple, K., Behrens, J.T. (2012). A Bayesian network approach to modeling learning progressions. In A.C. Alonzo & A.W. Gotwals (Eds.), Learning progressions in science (pp. 257-292). Rotterdam, The Netherlands: Sense Publishers [authorship in reverse alphabetical order]