Castro-Faix, M., Duncan, R.G., & Choi, J. (2020). Data driven refinements of a genetics learning progression. Journal of Research in Science Teaching, 2020; 1-37.
Choi, J., & Bogucki, M. (2019). Hints, multiple attempts, and learning outcomes in a computer-based formative assessment system. International Journal of Quantitative Research in Education. International Journal of Quantitative Research in Education 5(2):136-156.
Choi, J. & Walters, A. (2018). Exploring the impact of small-group synchronous discourse sessions in online math learning. Online Learning, 12(4).
Choi, J. & Wilson, M.R. (2018). Modeling rater effects using a combination of generalizability theory and IRT. Psychological Testing and Assessment Modeling, 60(1), 53-80.
Duncan, R.G., Choi, J., Castro-Faix, M., & Cavera, V.L. (2017). A study of two instructional sequences informed by alternative learning progressions in genetics. Science & Education, 26(10), 1115-1141.
Choi, J., Walters, A., & Hoge, P. (2017). Self-reflection and math performance in an online learning environment. Online Learning, 21(4).
Choi, J. (2017). A Review of PROC IRT in SAS. Journal of Educational and Behavioral Statistics, 42(2), 195-205.
Duncan, R.G., Castro-Faix, M., & Choi, J. (2014). Informing a Learning Progression In Genetics: Which Should Be Taught First, Mendelian Inheritance or The Central Dogma of Molecular Biology? International Journal of Science and Mathematics Education, 12(5). Published online first: 10 Oct 2014.
Choi, J. & Duncan, R.G. (2014). Understanding the Relationships Within and Between Constructs of a Learning Progression: Combining Multidimensional Item Response Modeling and Latent Class Analysis. Proceedings of the 11th International Conference of the Learning Sciences, 1, 607-614.
Jin, H., Choi, J., & Anderson, C. W. (2009). Development and validation of assessments for a learning progression on carbon cycling in socio-ecological systems. In Proceedings of the Learning Progressions in Science Conference, Iowa City, Iowa. http://www.education.msu.edu/projects/leaps/proceedings/Default.html
Other Publications
Choi, J. (2013). Advances in combining Generalizability Theory and Item Response Theory. Doctoral dissertation. University of California, Berkeley: Berkeley, CA. Chair: Mark R. Wilson. DOI: 10.13140/RG.2.1.4458.1285.
Choi, J. (2009). Multidimensional extension of the Generalizability in Item Response Modeling. Position Paper. Graduate School of Education, University of California, Berkeley.
Choi, J. (2009). Understanding the causes of the gap between psychometrics and classroom assessment practice. Position Paper. Graduate School of Education, University of California, Berkeley.
Choi, J., Kim, J.A. & Kang, S.J. (2005). High school equalization policy and student achievement. In S.J. Kang (Ed.), A Study of High School Equalization Policy (II). Korean Educational Development Institute (KEDI), RR 2005-02.
Choi, J. (2005). An empirical comparison between logistic regression models and logistic multilevel models. Master’s thesis. Yonsei University: Seoul, Korea. Chair: Sang-Jin Kang.