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D-Index & Metrics

Social Sciences and Humanities

D-Index
43
Citations
7508
World Ranking
4439
National Ranking
258

Overview

Mark J. Gierl is affiliated with the University of Alberta in Canada. Their research spans multiple domains within computer science and social sciences, with a particular concentration on artificial intelligence and education-related fields.

The scientist's main fields of study include:

  • Computer Science
  • Social Sciences

Subfields of study covered in their work involve:

  • Artificial Intelligence
  • Education
  • Information Systems
  • Computer Science Applications
  • Developmental and Educational Psychology

Mark J. Gierl's research addresses numerous topics related to education and technology, such as:

  • Online Learning and Analytics
  • Educational Technology and Assessment
  • Topic Modeling
  • Intelligent Tutoring Systems and Adaptive Learning
  • Text Readability and Simplification
  • Student Assessment and Feedback
  • Educational Assessment and Pedagogy

Frequent co-authors collaborating with Mark J. Gierl include:

  • Tahereh Firoozi
  • Jinnie Shin
  • Hollis Lai
  • Okan Bulut
  • Ayfer SAYIN

They have published regularly in various venues, among the most frequent are:

  • International Journal of Assessment Tools in Education
  • Language Testing
  • Educational Measurement Issues and Practice
  • Social Psychology of Education
  • Research and Practice in Technology Enhanced Learning

Recent publications include the following papers:

  • Automated scoring of junior and senior high essays using Coh-Metrix features: Implications for large-scale language testing, 2020, Language Testing
  • A scoping review of the relationship between students' ICT and performance in mathematics and science in the PISA data, 2020, Social Psychology of Education
  • More efficient processes for creating automated essay scoring frameworks: A demonstration of two algorithms, 2020, Language Testing
  • Can automated item generation be used to develop high quality MCQs that assess application of knowledge?, 2020, Research and Practice in Technology Enhanced Learning
  • Testing measurement invariance of PISA 2015 mathematics, science, and ICT scales using the alignment method, 2020, Studies In Educational Evaluation

Best Publications

  • Evaluating Type I Error and Power Rates Using an Effect Size Measure With the Logistic Regression Procedure for DIF Detection

    Michael G. Jodoin;Mark J. Gierl

  • Cognitive diagnostic assessment for education: Theory and applications.

    Jacqueline P. Leighton;Mark J. Gierl

  • The Attribute Hierarchy Method for Cognitive Assessment: A Variation on Tatsuoka's Rule-Space Approach

    Jacqueline P. Leighton;Mark J. Gierl;Stephen M. Hunka

  • Using Multidimensional Item Response Theory to Evaluate Educational and Psychological Tests

    Terry A. Ackerman;Mark J. Gierl;Cindy M. Walker

  • Anxieties and Attitudes Related to Mathematics in Grades 3 and 6

    Mark J. Gierl;Jeffrey Bisanz

  • Defining and Evaluating Models of Cognition Used in Educational Measurement to Make Inferences about Examinees' Thinking Processes.

    Jacqueline P. Leighton;Mark J. Gierl

  • Developing, Analyzing, and Using Distractors for Multiple-Choice Tests in Education: A Comprehensive Review:

    Mark J. Gierl;Okan Bulut;Qi Guo;Xinxin Zhang

  • Automatic item generation : theory and practice

    Mark J Gierl;Thomas M. Haladyna

  • Identifying Sources of Differential Item and Bundle Functioning on Translated Achievement Tests: A Confirmatory Analysis

    Mark J. Gierl;Shameem Nyla Khaliq

  • Using automatic item generation to create multiple-choice test items.

    Mark J Gierl;Hollis Lai;Simon R Turner

  • Structural Equation Modeling: Perspectives on the Present and the Future

    Barbara M. Byrne

  • An NCME Instructional Module on Exploring the Logic of Tatsuoka's Rule‐Space Model for Test Development and Analysis

    Mark J. Gierl;Jacqueline P. Leighton;Stephen M. Hunka

  • Why cognitive diagnostic assessment

    Jacqueline P. Leighton;Mark J. Gierl

  • Using the Attribute Hierarchy Method to Make Diagnostic Inferences About Examinees' Cognitive Skills

    Mark J. Gierl;Jacqueline P. Leighton;Stephen M. Hunka

  • Making Diagnostic Inferences about Cognitive Attributes Using the Rule-Space Model and Attribute Hierarchy Method.

    Mark J. Gierl

  • Illustrating the Utility of Differential Bundle Functioning Analyses To Identify and Interpret Group Differences on Achievement Tests.

    Mark J. Gierl;Jeffrey Bisanz;Keith A. Boughton

  • Identifying Content and Cognitive Skills that Produce Gender Differences in Mathematics: A Demonstration of the Multidimensionality‐Based DIF Analysis Paradigm

    Mark J. Gierl;Jeffrey Bisanz;Keith A. Boughton

  • Comparability of Bilingual Versions of Assessments: Sources of Incomparability of English and French Versions of Canada's National Achievement Tests

    Kadriye Ercikan;Mark J. Gierl;Tanya McCreith;Gautam Puhan

  • Effects of Parenting Education on First-Time Fathers' Skills in Interactions with Their Infants

    Joyce Magill-Evans;Margaret J. Harrison;Karen Benzies;Mark Gierl

  • Setting the Standards

    Douglas B. McLeod;Robert E. Stake;Bonnie P. Schappelle;Melissa Mellissinos

  • Estimating Classification Consistency and Accuracy for Cognitive Diagnostic Assessment.

    Ying Cui;Mark J. Gierl;Hua Hua Chang

Frequent Co-Authors

Jeffrey Bisanz
Jeffrey Bisanz University of Alberta
Carole A. Estabrooks
Carole A. Estabrooks University of Alberta
Daniel M. Bolt
Daniel M. Bolt University of Wisconsin–Madison
Joyce Magill-Evans
Joyce Magill-Evans University of Alberta
Georges Bordage
Georges Bordage University of Illinois at Chicago

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