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D-Index & Metrics

Social Sciences and Humanities

D-Index
44
Citations
5994
World Ranking
4223
National Ranking
2004

Overview

Ou Lydia Liu is affiliated with Princeton University in the United States and specializes in research within the Social Sciences, with a primary focus on Education. Their work broadly covers topics related to higher education, critical thinking development, and educational governance.

Their research contributions span 31 publications in social sciences, including 23 in education, 4 in political science and international relations, 3 in developmental and educational psychology, 2 in computer science applications, and 2 in gender studies. The main topics addressed in their work include:

  • Higher Education Research Studies
  • Education and Critical Thinking Development
  • Higher Education Governance and Development
  • Higher Education and Employability
  • Innovative Teaching Methods
  • Innovative Teaching and Learning Methods
  • Online Learning and Analytics

The scientist's frequent publication venues reflect their focus, with the most contributions appearing in the Chinese/English Journal of Educational Measurement and Evaluation (12 publications). Other venues include Nature Human Behaviour (2 publications), International Journal of Quantitative Research in Education (2 publications), Assessment & Evaluation in Higher Education (1 publication), and Educational Measurement Issues and Practice (1 publication).

Ou Lydia Liu has collaborated regularly with several coauthors, including Guangming Ling (8 joint publications), Prashant Loyalka (4 publications), Guirong Li (4 publications), Елена Карданова (4 publications), and Igor Chirikov (3 publications).

Selected recent papers authored or coauthored by Ou Lydia Liu include:

  • "Skill levels and gains in university STEM education in China, India, Russia and the United States," 2021, Nature Human Behaviour
  • "Examining mode effects for an adapted Chinese critical thinking assessment," 2020, Assessment & Evaluation in Higher Education
  • "Author Correction: Skill levels and gains in university STEM education in China, India, Russia and the United States," 2021, Nature Human Behaviour
  • "Are Fourth-Year College Students Better Critical Thinkers than Their First-Year Peers? Not So Much, and College Major and Ethnicity Matter," 2021, Educational Measurement Issues and Practice
  • "Comparing the Effect of Contextualized Versus Generic Automated Feedback on Students' Scientific Argumentation," 2022, ETS Research Report Series

Best Publications

  • Measuring Learning Outcomes in Higher Education: Motivation Matters

    Ou Lydia Liu;Brent Bridgeman;Rachel M. Adler

  • Assessing Critical Thinking in Higher Education: Current State and Directions for Next-Generation Assessment

    Ou Lydia Liu;Lois Frankel;Katrina Crotts Roohr

  • How do technology-enhanced inquiry science units impact classroom learning?

    Hee Sun Lee;Marcia C. Linn;Keisha Varma;Ou Lydia Liu

  • Assessing Intercultural Competence in Higher Education: Existing Research and Future Directions

    Richard L. Griffith;Leah Wolfeld;Brigitte K. Armon;Joseph Rios

  • Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective

    Hee-Sun Lee;Ou Lydia Liu

  • Assessing Knowledge Integration in Science: Construct, Measures, and Evidence.

    Ou Lydia Liu;Hee-Sun Lee;Carolyn Hofstetter;Marcia C. Linn

  • The effect of automated feedback on revision behavior and learning gains in formative assessment of scientific argument writing

    Mengxiao Zhu;Ou Lydia Liu;Hee-Sun Lee

  • Validating Measurement of Knowledge Integration in Science Using Multiple-Choice and Explanation Items

    Hee-Sun Lee;Ou Lydia Liu;Marcia C. Linn

  • Gender Differences in Large-Scale Math Assessments: PISA Trend 2000 and 2003

    Ou Lydia Liu;Mark Wilson

  • Validation of Automated Scoring of Science Assessments.

    Ou Lydia Liu;Joseph A. Rios;Michael Heilman;Libby Gerard

  • Evaluating the Impact of Careless Responding on Aggregated-Scores: To Filter Unmotivated Examinees or Not?

    Joseph A. Rios;Hongwen Guo;Liyang Mao;Ou Lydia Liu

  • Outcomes Assessment in Higher Education: Challenges and Future Research in the Context of Voluntary System of Accountability

    Ou Lydia Liu

  • Student Evaluation of Instruction: In the New Paradigm of Distance Education

    Ou Lydia Liu

  • The assessment of time management in middle-school students

    Ou Lydia Liu;Frank Rijmen;Carolyn MacCann;Richard Roberts

  • Automated Scoring of Constructed‐Response Science Items: Prospects and Obstacles

    Ou Lydia Liu;Chris Brew;John Blackmore;Libby Gerard

  • Assessing critical thinking in higher education: the HEIghten™ approach and preliminary validity evidence

    Ou Lydia Liu;Liyang Mao;Lois Frankel;Jun Xu

  • Value-added assessment in higher education: a comparison of two methods

    Ou Lydia Liu

  • Assessing Civic Competency and Engagement in Higher Education: Research Background, Frameworks, and Directions for Next‐Generation Assessment

    Judith Torney-Purta;Julio C. Cabrera;Katrina Crotts Roohr;Ou Lydia Liu

  • A New Procedure for Detection of Students’ Rapid Guessing Responses Using Response Time

    Hongwen Guo;Joseph A. Rios;Shelby Haberman;Ou Lydia Liu

  • Assessing Teamwork and Collaboration in High School Students A Multimethod Approach

    Lijuan Wang;Carolyn MacCann;Xiaohua Zhuang;Ou Lydia Liu

  • An Investigation of Factors Affecting Gender Differences in Standardized Math Performance: Results from U.S. and Hong Kong 15 Year Olds.

    Ou Lydia Liu

  • Thinking critically about critical thinking: validating the Russian HEIghten® critical thinking assessment

    Amy Shaw;Ou Lydia Liu;Lin Gu;Elena Kardonova

Frequent Co-Authors

Marcia C. Linn
Marcia C. Linn University of California, Berkeley
Mark Wilson
Mark Wilson University of California, Berkeley
Carolyn MacCann
Carolyn MacCann University of Sydney
Judith Torney-Purta
Judith Torney-Purta University of Maryland, College Park
Katherine J. Reynolds
Katherine J. Reynolds Australian National University
Jonathan Osborne
Jonathan Osborne Stanford University
Daniel F. McCaffrey
Daniel F. McCaffrey Educational Testing Service
Danielle S. McNamara
Danielle S. McNamara Arizona State University

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