Ercikan, K. (2006). Developments in Assessment of Student Learning and Achievement. In P. A. Alexander and P. H. Winne (Eds.), American Psychological Association, Division 15, Handbook of Educational Psychology, 2nd edition. Lawrence Erlbaum Associates.
Ercikan, K. Gierl, M. J., McCreith, T., Puhan, G., & Koh, K. (2004). Comparability of Bilingual Versions of Assessments: Sources of Incomparability of English and French Versions of Canada’s National Achievement Tests. Applied Measurement in Education, 17, 301-321.
Ercikan, K. (2002). Disentangling Sources of Differential Item Functioning in Multi-language Assessments. International Journal of Testing, 2, 199-215.
Ercikan, K. (2002). Scoring Examinee Responses for Multiple Inferences: Multiple-Scoring in Assessments. Educational Measurement: Issues and Practice, 21, 8-15.
Ercikan, K., Schwarz, R., Julian, M., Burket, G., Weber, M., & Link, V. (1998). Calibration and Scoring of Tests with Multiple-choice and Constructed-response Item Types. Journal of Educational Measurement, 35, 137-155.
Instruction, Resources and Learning Outcomes (SSHRC funded). This research examines classroom practices that are associated with higher learning outcomes separately in schools with high levels of resources and those with low levels of resources. This research examines instructional practices that are most effective for learning in low and high SES contexts and examines the degree to which achievement test scores are indications of school quality and teaching.
Construct comparability and multi-lingual assessments (SSHRC funded). This research examines methodological and substantive issues in construct comparability research in general and in multi-lingual assessments in particular. The focus has been on bilingual assessments in Canada and international assessments such as TIMSS and PISA. The methodological aspects of this research focused on identifying sources of differential item functioning.
Gender Differences in Mathematics from an International Perspective (OECD funded). This research examines trends in and factors associated with gender differences in mathematics using data from over 30 different countries.