Check out these publications to learn more about MOCCA!
Davison, M. L., Biancarosa, G., Seipel, B., Carlson, S. E., Liu, B., & Kennedy, P. C. (2018). Technical Manual 2018: Multiple-Choice Online Comprehension Assessment (MOCCA). Eugene, OR: University of Oregon.
Davison, M. L., Weiss, D. J., DeWeese, J. N., Wong, Y. L., Biancarosa, G., Kennedy, P. C., & Lee, S. (2024). MOCCA Computerized Adaptive Test Technical Manual: Working Draft. MOCCA Technical Report MTR-2024-01. Eugene, OR: University of Oregon.
Davison, M. L., Weiss, D. J., Ersan, O., DeWeese, J. N., Biancarosa, G., & Kennedy, P. C. (2021). Designing CAT MOCCA: Guiding Principles and Simulation Research. MOCCA Technical Report MTR-2021-1. Eugene, OR: University of Oregon.
Seipel, B., Carlson, S. E., Clinton-Lisell, V., Davision, M. L., & Kennedy, P. C. (2022). Technical Manual 2022: Multiple-Choice Online Causal Comprehension Assessment (MOCCA)-College. Chico, CA: California State Univeristy, Chico.
Peer-reviewed Journal Publications
Biancarosa, G., Kennedy, P.C., Carlson, S.E., Yoon, H., Seipel, B., Liu, B., and Davison, M.L. (2019). Constructing Subscores That Add Validity: A Case Study of Identifying Students at Risk. Educational and Psychological Measurement, 79(1), 65-84. https://doi.org/10.1177/0013164418763255 [Full Text]
Davison, M. L., Biancarosa, G., Carlson, S. E., Seipel, B., and Liu, B. (2018). Preliminary Findings on the Computer-Administered Multiple-Choice Online Causal Comprehension Assessment, A Diagnostic Reading Comprehension Test. Assessment for Effective Intervention, 43(3), 169-181. https://doi.org/10.1177/1534508417728685 [Full Text]
Davison, M. L., Davenport, E. C. Jr., Jia, H., Seipel, B., & Carlson, S. E. (2022). Regression with Reduced Rank Predictor Matrices: A Model of Trade-offs. Psychological Methods. Advance online publication. https://doi.org/10.1037/met0000512
Davison, M. L., Weiss, D. J., DeWeese, J. N., Cinar, O.E., Biancarosa, G., & Kennedy, P. C. (2023). A diagnostic tree model for adaptive assessment of complex cognitive processes using multidimensional response options. Journal of Educational and Behavioral Statistics, 48(6), 914-941. doi: 10.3102/10769986231158301
Liu, B., Kennedy, P.C., Seipel, B., Carlson, S.E., Biancarosa, G., and Davison, M.L. (2019). Can We Learn From Student Mistakes in a Formative, Reading Comprehension Assessment?. Journal of Educational Measurement, 56(4), 815-835. https://doi.org/10.1111/jedm.12238
Ness-Maddox, H., Carlson, S. E., Dahl, A. C., Kennedy, P. C., Davison, M. L., Seipel, B., & Clinton-Lisell, V. (2023). Emotional Factors of Causal Coherence in text Comprehension. Contemporary Educational Psychology, 72. https://doi.org/10.1016/j.cedpsych.2022.102141
Seipel, B., Biancarosa, G., Carlson, S., & Davison, M. (2015). Analysis of Textual Features of a New Reading Comprehension Assessment: MOCCA. ED562094
Seipel, B., Kennedy, P. C., Carlson, S. E., Clinton-Lisell, V., & Davison, M. L. (2023). MOCCA-College: Preliminary Validity Evidence of a Cogntivie Diagnostic Reading Comprehension Assessment. Journal of Learning Disabilities, 56(1), 58-71. https://doi.org/10.1177/00222194221121340
Su, S., and Davison, M.L. (2019). Improving the Predictive Validity of Reading Comprehension Using Response Times of Correct Item Responses. Applied Measurement in Education, 32(2), 166-182. https://doi.org/10.1080/08957347.2019.1577247
Book Chapters
Biancarosa, G. (2019). Measurement of reading comprehension processing and growth. In V. Grover, P. Uccelli, M. Rowe, & E. Lieven (Eds.), Learning through Language: Towards an Educationally Informed Theory of Language Learning (pp. 147-158). Cambridge, U.K.: Cambridge University Press.
Carlson, S. E., Seipel, B., Biancarosa, G., Davison, M. L., & Clinton, V. (2019). Demonstration of an innovative reading comprehension diagnostic tool. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, & J. Schneider (Eds.), Transforming Learning with Meaningful Technologies, (pp.769-772), Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-030-29736-7_85
Seipel, B., Biancarosa, G., Carlson, S.E., and Davison, M.L. (2018). The Need, Use, and Future of Cognitive Diagnostic Assessments in Classroom Practice. In Handbook of Research on Program Development and Assessment Methodologies in K-20 Education (pp. 1-23). IGI Global.