University of Pittsburgh School of Education

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Suzanne Lane - Publications

 
Picture of Suzanne Lane
Suzanne Lane
School of Education
University of Pittsburgh
5916 Wesley W. Posvar Hall
Pittsburgh, PA 15260
PHONE: 412-648-7095
EMAIL: sl@pitt.edu

 

  • Parke, C. S., Lane, S., & Stone, C. A. (In press). Impact of a state performance assessment program in reading and writing. Educational Research and Evaluation.
  • Lane, S. & Stone, C.A. (2006). Performance Assessments. In B. Brennan (Ed.), Educational Measurement.
  • Stone, C.A., Weissman, A., & Lane, S. (in press). Consistency of Student Proficiency Classifications Under Competing IRT Models for a State Assessment Program. Educational Assessment.
  • Lane, S. (2004). Validity of high stakes assessment: Are students engaged in complex thinking? Educational Measurement: Issues and Practice, 23(3), 6-14.
  • Lane, S., Liu, M., Ankenmann, R. D., & Stone, C. A. (1996). Generalizability and validity of a mathematics performance assessment. Journal of Educational Measurement, 33(1), 71-92.
  • Lane, S. (2004). Validity of high stakes assessment: Are students engaged in complex thinking? Educational Measurement: Issues and Practice, 23(3), 6-14.
  • Stone, C.A. & Lane, S. (2003) Consequences of a state accountability program: Examining relationships between school performance gains and teacher, student, and school variables. Applied Measurement in Education, 16(1), 1-26.
  • Parke, C.S., Lane, S., Silver, E.A., & Magone, M.E. (2003). Using Assessment to Improve Middle-Grades Mathematics Teaching and Learning: Suggested Activities Using QUASAR Tasks, Scoring Criteria, and Student Work. NCTM: Reston, VA.
  • Parke, C.S., Lane, S., Silver, E.A., & Magone, M.E. (2003). Using Assessment to Improve Middle-Grades Mathematics Teaching and Learning: Suggested Activities Using QUASAR Tasks, Scoring Criteria, and Student Work. NCTM: Reston, VA.
  • Stone, C.A. & Lane, S. (2003) Consequences of a state accountability program: Examining relationships between school performance gains and teacher, student, and school variables. Applied Measurement in Education, 16(1), 1-26.
  • Lane, S., Parke, C.S., & Stone, C.A. (2002). The Impact of a State Performance-Based Assessment and Accountability Program on Mathematics Instruction and Student Learning: Evidence from Survey Data and School Performance. Educational Assessment, 8(4), 279-315.
  • Lane, S., & Stone, C.A. (2002) Strategies for Examining the Consequences of Assessment and Accountability Programs. Educational Measurement: Issues and Practice, 21(1), 23-30.
  • Lane, S., & Stone, C.A. (2002) Strategies for Examining the Consequences of Assessment and Accountability Programs. Educational Measurement: Issues and Practice, 21(1), 23-30.
  • Lane, S., Parke, C.S., & Stone, C.A. (2002). The Impact of a State Performance-Based Assessment and Accountability Program on Mathematics Instruction and Student Learning: Evidence from Survey Data and School Performance. Educational Assessment, 8(4), 279-315.
  • Lane, S., & Silver, E.A. (1999). Fairness and equity in measuring student learning using a mathematics performance assessment: Results from the QUASAR project. In M. T. Nettles (Ed.) Equity and Excellence in Educational Testing and Assessment, Volume II.Link: More...
  • Lane, S., & Silver, E.A. (1999). Fairness and equity in measuring student learning using a mathematics performance assessment: Results from the QUASAR project. In M. T. Nettles (Ed.) Equity and Excellence in Educational Testing and Assessment, Volume II.Link: More...
  • Lane, S., & Silver, E.A. (1999). Fairness and equity in measuring student learning using a mathematics performance assessment: Results from the QUASAR project. In M. T. Nettles (Ed.) Equity and Excellence in Educational Testing and Assessment, Volume II.
  • Lane, S., Parke, C. S., & Stone, C.A. (1998). A Framework for Evaluating the Consequences of Assessment Programs. Educational Measurement: Issues and Practice, 17(2), 24-28.
  • Parke, C.S. & Lane, S. (January 1998). The impacts of a mathematics performance assessment in a reform-oriented project. In North Carolina Association of Supervision and Curriculum Development (Ed.) The Challenge of Change: Assessment in the Twenty-First Century, 91-102.
  • Parke, C.S. & Lane, S. (January 1998). The impacts of a mathematics performance assessment in a reform-oriented project. In North Carolina Association of Supervision and Curriculum Development (Ed.) The Challenge of Change: Assessment in the Twenty-First Century, 91-102.
  • Lane, S., Parke, C. S., & Stone, C.A. (1998). A Framework for Evaluating the Consequences of Assessment Programs. Educational Measurement: Issues and Practice, 17(2), 24-28.
  • Lane, S., Parke, C. S., & Stone, C.A. (1998). A Framework for Evaluating the Consequences of Assessment Programs. Educational Measurement: Issues and Practice, 17(2), 24-28.
  • Parke, C. S. & Lane, S. (1997). Learning from performance assessments in math. Educational Leadership, 54(4), 26-30.
  • Parke, C. S. & Lane, S. (1997). Learning from performance assessments in math. Educational Leadership, 54(4), 26-30.
  • Lane, S., Wang, N., & Magone, M. (1996). Gender related differential item functioning on a middle school mathematics performance assessment. Educational Measurement: Issues and Practice, 15(4), 21-27, 31.
  • Stein , M.K. & Lane, S. (1996). Instructional tasks and the development of student capacity to think and reason: An analysis of the relationship between teaching and learning in a reform mathematics project. Educational Research and Evaluation, 2(1), 50-80.
  • Cai, J., Magone, M., Wang, N., & Lane, S. (1996). Describing student performance qualitatively: A way of thinking about assessment. Mathematics Teacher in Middle School.
  • Lane, S., Liu, M., Ankenmann, R. D., & Stone, C. A. (1996). Generalizability and validity of a mathematics performance assessment. Journal of Educational Measurement, 33(1), 71-92.
  • Lane, S., Liu, M., Ankenmann, R. D., & Stone, C. A. (1996). Generalizability and validity of a mathematics performance assessment. Journal of Educational Measurement, 33(1), 71-92.
  • Lane, S., Liu, M., Ankenmann, R. D., & Stone, C. A. (1996). Generalizability and validity of a mathematics performance assessment. Journal of Educational Measurement, 33(1), 71-92.
  • Lane, S., Wang, N., & Magone, M. (1996). Gender related differential item functioning on a middle school mathematics performance assessment. Educational Measurement: Issues and Practice, 15(4), 21-27, 31.
  • Wang, N., & Lane, S. (1996). Detection of gender-related differential item functioning (DIF) in a mathematics performance assessment. Applied Measurement in Education, 9(2), 175-199.
  • Lane, S., Stone, C. A., Ankenmann, R. D., & Liu, M. (1995). Examination of the assumptions and properties of the graded item response model: An example using a mathematics performance assessment. Applied Measurement in Education, 8(4), 313-340.
  • Lane, S., Stone, C. A., Ankenmann, R. D., & Liu, M. (1995). Examination of the assumptions and properties of the graded item response model: An example using a mathematics performance assessment. Applied Measurement in Education, 8(4), 313-340.
  • Lane, S., & Silver, E. A. (1995). Equity and validity considerations in the design and implementation of a mathematics performance assessment: The experience of the QUASAR project. In M. T. Nettles (Ed.) Equity and Excellence in Educational Testing and Assessment, p. 185-220
  • Silver, E. A. & Lane, S. (1995). Can instructional reform in urban middle schools help students narrow the mathematics performance gap?: Some evidence from the QUASAR project. Research in Middle Level Education, 18(2), 49-70.
  • Lane, S., Silver, E.A., Ankenmann, R.D., Cai, J., Finseth, C., Liu, M., Magone, M.E., Meel, D., Moskal, B., Parke, C.S., Stone, C.A., Wang, N., & Zhu, Y. (1995). QUASAR Cognitive Assessment Instrument (QCAI). Pittsburgh, PA: University of Pittsburgh, Learning Research and Development Center
  • Lane, S., & Glaser, R. (1994). Assessment in the service of learning. In E. De Corte (Ed.) The International Encyclopedia of Education (2nd ed.), p. 370-376.
  • Lane, S., Stone, C., Ankenmann, R., Liu, M. (1994). Reliability and validity of a mathematics performance assessment. International Journal of Educational Research, 21(3), p. 247-266.
  • Lane, S. (1993). The conceptual framework for the development of a mathematics performance assessment instrument. Educational Measurement: Issues and Practice, 12(2), 16-23.
  • Silver, E. & Lane, S. (1993). Assessment in the context of mathematics instructional reform: The design of assessment in the QUASAR project. In M. Niss (Ed.), Cases of Assessment in Mathematics Education, 59-69.
  • Lane, S. (1991). Use of restricted item response models for examining item difficulty ordering and slope uniformity. Journal of Educational Measurement, 28(4), 295-309.
  • Nitko, A.J., & Lane, S. (1991). Solving problems is not enough: Assessing and diagnosing the ways in which students organize statistical concepts. (467-474) Proceedings of the Third International Conference on Teaching Statistics (Vol 1). International Statistical Institute: Voorburg, The Netherlands.
  • Lane, S. (1991). Assessing students' knowledge structures. Educational Measurement: Issues and Practice, 10(1), 31-33.
  • Lane, S. (1991). Assessing students' knowledge structures. Educational Measurement: Issues and Practice, 10(1), 31-33.
  • Nitko, A., & Lane, S. (1990). Standardized Multilevel Survey Achievement Batteries. In C.R. Reynolds and R.W. Kamphaus (Ed:), Handbook of Psychological and Educational Assessment of Children: Intelligence and Achievement (Vol 1), p. 405-434.
  • Good, R., & Lane, S. (1990). Confirmatory factor analysis of the K-ABC and WISC-R for at-risk students: A comparison of hierarchical models. School Psychology Review, 19(4), 492-503.
  • Lane, S. (1989). Diagnosis of procedural errors. Educational Measurement: Issues and Practice, 8(4), 17-20.
  • Lane, S. (1989). Implications of cognitive psychology for measurement and testing. Educational Measurement: Issues and Practice, 8(1), 28-30.
  • Lane, S., & Sabers, D. (1989). The use of generalizability theory for estimating the dependability of a scoring system for sample essays. Applied Measurement in Education, 2(3), 195-205.
  • Lane, S., & Bergan, J.R. (1988). Effects of instructional variables on language ability of Head Start children. American Educational Research Journal, 25, 271-283.

Book Chapters

  • Lane, S. & Tierney, S. T. (2008). Performance Assessment. In T. Good (Ed.), 21st Century Education. SAGE: Thousand Oaks, CA.
  • Lane, S. (in press). Design, Validity and Technical Issues in the Assessment of Higher Order Thinking Skills. In G. Schraw (in press). Assessment of Higher Order Thinking Skills.
  • Lane, S. & Tierney, S. T. (in press). Performance Assessment. In T. Good (Ed.), 21st Century Education. SAGE: Thousand Oaks, CA.
  • Lane, S. & Stone, C.A. (2006). Performance Assessments. In B. Brennan (Ed.), Educational Measurement. American Council on Education & Praeger: Westport, CT.

Journal Articles

  • Stone, C.A., Ye, F., Zhu, X., & Lane, S. (in press). Providing subscale scores for diagnostic information: A case study when the test is essentially unidimensional. Applied Measurement in Education.
  • Stone, C.A., Ye, F., Zhu, X., & Lane, S. (Accepted Pending Revision). Providing subscale scores for diagnostic information: A case study when the test is essentially unidimensional. Applied Measurement in Education.
  • Parke, C. S. & Lane, S. (2008). Examining alignment between state performance assessment and mathematics classroom activities. Journal of Educational Research, 101(3), 132-147.
  • Parke, C. S. & Lane, S. (2007). Students' perceptions of a Maryland state performance assessment. The Elementary School Journal, 107(3), 302-326.
  • Parke, C. S., Lane, S., & Stone, C. A. (2006). Impact of a state performance assessment program in reading and writing. Educational Research and Evaluation, 12(3), 239-269.
  • Parke, C. S. & Lane, S. (In press). Examining the alignment between a state performance assessment and mathematics classroom activities. Journal of Educational Research.
  • Parke, C. S. & Lane, S. (2007). Students' perceptions of a Maryland state performance assessment. The Elementary School Journal, 107(3), 302-326.
  • Camara, W. & Lane, S. (2006). A Historical Perspective and Current Views on the Standards for Educational and Psychological Measurement. Educational Measurement: Issues and Practice, 25(3), 35-42.
  • Parke, C. S. & Lane, S. (In press). Students' perceptions of a Maryland state performance assessment. The Elementary School Journal.

Reviews

  • Lane, S. & Moore, D. (in press). Review of the KeyMath3 Diagnostic Assessment, Mental Measurements Yearbook Database. BRS Information Technologies.
  • Lane, S. (2006). Review of the Iowa Tests of Basic Skills, Forms A and B, Mental Measurements Yearbook Database, BRS Information Technologies.

Technical Reports

  • Lane, S., Zumbo, B. Abedi, J, Benson, J., Dossey, J., Elliott, S.N., Kane, M., Linn, R., Paredes-Ziker, C., Rodriguez, M., Schraw, G., Slatttery, J., Thomas, V., Willhoft, J. (2008), Evaluation of the National Assessment of Educational Progress: Technical Working Group Prologue,
  • Stone, C.A., Ye, F., Lane, S., Zhu, X.I., Scholl, L.H. (November, 2006). Providing subscale scores for diagnostic information: An evaluation of different methods for augmenting scores. Final report prepared for the Delaware State Department of Education.
  • Lane, S. (September 2006). Evaluation of the Six Quality Assesment Criteria used in the Nebraska School-based Teacher-led Assessment and Reporting System (STARS). Final report prepared for the Nebraska State Department of Education.