Are all biases bad? Collaborative grounded theory in developmental evaluation of education policy RC Anderson, M Guerreiro, J Smith Journal of Multidisciplinary Evaluation 12 (27), 44-57, 2016 | 55 | 2016 |
Learning styles: Considerations for technology enhanced item design D Adkins, M Guerreiro British journal of educational technology 49 (3), 574-583, 2018 | 17 | 2018 |
“No fun games”: Engagement effects of two gameful assessment prototypes M Guerreiro, C Nordengren Journal of Research on Technology in Education 50 (2), 134-148, 2018 | 9 | 2018 |
Instructors’ technology experience and iPad delivered intervention implementation: A mixed methods replication study L Shanley, M Strand Cary, B Clarke, MA Guerreiro, M Thier Educational Technology Research and Development 65, 815-830, 2017 | 8 | 2017 |
Internal consistency of the easyCBM CCSS reading measures: Grades K-8 M Guerreiro, J Alonzo, G Tindal Technical Report, 2014 | 4 | 2014 |
Measuring Student Reading Comprehension Performance: Considerations of Accuracy, Equity, and Engagement by Embedding Comprehension Items within Reading Passages M Guerreiro, E Barker, J Johnson Practical Assessment, Research, and Evaluation 27 (1), 11, 2022 | 3 | 2022 |
The impact of a technology-enhanced math performance task on student cognitive engagement in mathematics M Guerreiro University of Oregon, 2017 | 3 | 2017 |
Exploring Student Reading Comprehension Performance, Equity, and Engagement by Embedding Comprehension Items within Reading Passages. MA Guerreiro, E Barker, JL Johnson AERA Online Paper Repository, 2020 | 1 | 2020 |
Internal Consistency of the easyCBM© CCSS Reading Measures: Grades 3-8. Technical Report# 1407. M Guerreiro, J Alonzo, G Tindal Behavioral Research and Teaching, 2014 | 1 | 2014 |