Publications

DiCerbo, K. & Hill, K. (in press). Evolution of an AI Tutor. In A. von Davier & D. Yan (Eds.), Artificial Intelligence in Educational Learning and Assessment. Springer.

DiCerbo, K., Deters, L., Burleigh, T., Chen, J., & Frohn, S. (in press). Conversation-Based Assessment Powered by Generative AI. In M. Mayrath, J. T. Behrens, D. H. Robinson (Eds.), Handbook of Generative AI in Education. Springer.

Behrens, J. T., DiCerbo, K. E., & DeMark, S. F. (in press). Bob Mislevy and Assessment as an Enabling Technology in the Digital Revolution. Educational Measurement: Issues and Practice.

Bauer, M., DiCerbo, K., & Oranje, A. (in press). Beg, borrow, and steal: The art of interdisciplinary translation in game-based learning and assessment. In E. Tucker & M. E. Oliveri (Eds.) Modeling What Matters: The Research and Legacy of Robert J. Mislevy. 

DiCerbo, K. (2025). Formative Assessment in a Digital Learning Platform. In E. M. Tucker, E. L. Baker, H. T. Everson, & E. W. Gordon (Eds.), Handbook for assessment in the service of learning, Volume III: Examples of assessment in the service of learning. University of Massachusetts Amherst Libraries. 

Khan, S., DiCerbo, K., & Boroditsky, R. (2025). Rethinking the promise of AI. In F. Hess, M. Horn, & J. Squire (Eds.), School Rethink 2.0: Putting Reinvention into Practice. 

Miller, P. & DiCerbo, K. (2024). LLM Based Math Tutoring: Challenges and Dataset. 

DiCerbo, K. E., (2023). Simulation- and game-based assessment. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 14. Elsevier, pp. 471–476.

DiCerbo, K. (2020). Assessment for learning with diverse learners in a digital world. Educational Measurement: Issues and Practice, 39, 90-93.

Behrens, J. T., DiCerbo, K. E., Foltz, P. (2019). Assessment of Complex Performances in Digital Environments. Annals of the American Academy of Political and Social Science, 683, 217-232.

DiCerbo, K. (2019). Review of Psychometric Methods: Theory into Practice. [book review] Measurement: Interdisciplinary Research and Perspectives, 17, 60-64.

Behrens, J. T., Piety, P., DiCerbo, K. E., & Mislevy, R. J. (2018). Inferential foundations for learning analytics in the digital ocean. In D. Niemi, R. D. Pea, B. Saxberg, & R. E. Clark (Eds.), Learning Analytics in Education (pp. 1-48). Charlotte, NC: Information Age Publishing.

Lai, E., Yarbro, J., DiCerbo, K., & DeGeest, E. (2018). Skills for today: What we know about teaching and assessing creativity. [white paper] London: Pearson.

DiCerbo, K. E., Xu, Y., Levy, R., Lai, E., & Holland, L. (2017). Modeling Student Cognition in Digital and Nondigital Assessment Environments. Educational Assessment, 22, 275-297. 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.

DiCerbo, K. E. (2014). Task models in the digital ocean. [Peer commentary on the paper “How task features impact evidence from assessments embedded in simulations and games” by R. G. Almond, Y. J. Kim, G. Velasquez, & V. Shute]. Measurement: Interdisciplinary Research and Practices, 12, 39-41. 

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]

DiCerbo, K. E., Frezzo, D. C., & Deng, T. (2011). Substantive validity of a simulation-based game. Research and Practice in Technology-Enabled Learning, 6(3), 161-185. 

DiCerbo, K. E. (2007). Knowledge Structures of Entering Networking Students and Their Instructors. Journal of Information Technology Education, 6, 263-277. Retrieved from http://www.jite.org/documents/Vol6/JITEv6p263-277DiCerbo252.pdf 

DiCerbo, K. E., Oliver, J., Albers, C., & Blanchard, J. (2003). The Effects of Reducing Attention Demands on Reading Comprehension Test Performance of Third Graders. Perceptual and Motor Skills, 98, 561-574. 

Thompson, M.S., DiCerbo, K. E., Mahoney, K. and MacSwan, J. (2002, January 25). ¿Exito en California? A validity critique of language program evaluations and analysis of English learner test scores. Education Policy Analysis Archives, 10(7). 

Leshowitz, B., DiCerbo, K. E., & Okun, M. (2002). Effects of Instruction in Methodological Reasoning on Information Evaluation. Teaching of Psychology, 29, 5-10. 

DiCerbo, K. E., & Santos de Barona, M. (2001). A review of the Comprehensive Test of Nonverbal Intelligence. Journal of Psychoeducational Assessment, 19, 175-180. 

DiCerbo, K. E., & Barona, A. (2000). A Convergent Validity Study of the Differential Ability Scales and the Wechsler Intelligence Scale for Children- Third Edition with Hispanic Children. Journal of Psychoeducational Assessment, 18, 344-352. 

Leshowitz, B., DiCerbo, K. E., & Symington, S. (2000). Effective Thinking: An active learning course in critical thinking. Current Issues in Education, 2(5).