Bauman, J. (2008). A linguistic model to investigate item components in dynamic, multi-semiotic content testing. White Paper.
Carr, T. & Kopriva, R.J. (2013, April). Allowing Diverse Students to "Show & Tell" on Mathematics and Science Assessments: ONPAR Computer-Interactive Response Formats. Presentation at the Annual Meeting of the National Council on Measurement in Education, San Francisco, CA.
Carr, T. & Kopriva, R.J. (2013, September). Science assessments for the future. The Next Generation Science Standards: Updates, Challenges and Opportunities. Symposium conducted at the National Association of State Boards of Education, Pittsburgh, PA.
Carr, T. G. & Kopriva, R.J. (2013). Greater than the sum of its parts: Theoretical and conceptual underpinnings of the ONPAR methodology for conveying meaning through multiple, multi-semiotic representations. Paper presented at the annual meeting of the National Council on Measurement in Education, San Francisco, CA.
Kopriva, R.J. (2009). Assessing the skills and abilities in math and science of ELs with low English proficiency: A promising new method. AccELLerate!, 2(1), 7–10.
Kopriva, R.J. (2013, May). Preventing preventable tracking: The peril and promise for lower English proficient students. Presentation at the Annual Conference of the National Council on Measurement in Education, San Franciso, CA.
Kopriva, R.J. (2013). The ONPAR methodology in the classroom: Why and how it seems to work for measuring challenging content of many ELLs. White Paper.
Kopriva, R.J., Carr, T.G., Gabel, D., & Cameron, C. (2011). Improving the validity of mathematics results for students with learning disabilities in reading and other SwDs who struggle with language and literacy: Findings from the ONPAR elementary and middle school mathematics experimental study.
Kopriva, R.J., Gabel, D., & Bauman, J. (2009). What happens when large-scale items actually use the computer’s capabilities? Exploring issues and redefining challenges. White Paper.
Kopriva, R.J., Gabel, D., & Cameron, C. (2009). Overview of results from the ONPAR elementary and middle school science experimental study with ELs and non-ELs: A promising new approach for measuring complex content knowledge of English learners with lower proficiency levels.
Kopriva, R.J., Winter, P.C., Triscari, R., & Carr, T.G., Cameron, C., & Gabel, D. (2013). Assessing the knowledge, skills, and abilities of ELs, selected SwDs and controls on challenging high school science content: Results from randomized trials of ONPAR and technology-enhanced traditional end-of-course biology and chemistry tests.
Logan-Terry, A., & Wright, L. J. (2010). Making thinking visible: An analysis of English language learners’ interactions with access-based science assessment items. AccELLerate!, 2(4), 11–14.
Wright, L.J. (2013). Multimodality and measurement: Promise for assessing English learners and students who struggle with the language demands of tests. White Paper.
Wright, L.J., & Kopriva, R.J. (2009). Using cognitive labs to refine technology-enhanced assessment tasks and ensure their accessibility: Insights from data collected to inform ONPAR elementary and middle school science task development.
Wright, L.J., Kopriva, R.J., & Carr, T.G. (2011) ONPAR elementary and middle school mathematics cognitive lab results: How students interact with traditional and dynamic assessment tasks with novel features
Wright, L.J., Staehr-Fenner, D., Moxley, K., Kopriva, R.J., & Carr, T.G. (2013). Exploring how diverse learners interact with computerized, multi-semiotic representations of meaning: Highlights from cognitive labs conducted with ONPAR end-of-course biology and chemistry assessment tasks.