(Peer-reviewed journal articles and book chapters)
van Rijn, P. W., Ali, U., Shin, H. J., & Joo, S. (under review). Adjusted residuals for local quasi-independence in item-response theory models for multistage adaptive testing.
Casabianca, J. M., Donoghue, J., Shin, H. J., Chao, S., & Choi, I. (under review). The role of the linkage set in fitting rater response models to sparse matrices from disconnected rating designs.
Shin, H. J., von Davier, M., & Yamamoto, K. (forthcoming). Incorporating timing data into the PISA population modeling. In L. Khorramdel, M. von Davier, & K. Yamamoto (Eds.), Innovative Computer-based International Large-Scale Assessments – Foundations, Methodologies and Quality Assurance Procedures. Springer. Minor revision.
Shin, H. J., Yamamoto, K., He, Q., & von Davier, M. (forthcoming). Scoring of constructed response items in PISA using the machine-supported coding system. In L. Khorramdel, M. von Davier, & K. Yamamoto (Eds.), Innovative Computer-based International Large-Scale Assessments – Foundations, Methodologies and Quality Assurance Procedures. Springer. Minor revision.
Von Davier, M., Khorramdel, L., & Shin, H. J. (forthcoming). Scoring and scaling items from innovative domains. In L. Khorramdel, M. von Davier, & K. Yamamoto (Eds.), Innovative Computer-based International Large-Scale Assessments – Foundations, Methodologies and Quality Assurance Procedures. Springer.
Yamamoto, K., Shin, H. J., Robin, F., Khorramdel, L. & Halderman, L. (forthcoming). Improved test designs and multistage adaptive testing in large-scale assessments. In L. Khorramdel, M. von Davier, & K. Yamamoto (Eds.), Innovative Computer-based International Large-Scale Assessments – Foundations, Methodologies and Quality Assurance Procedures. Springer.
Shin, H. J., Jewsbury, P. A., & van Rijn, P. W. (2022). Generating group-level scores under response accuracy-time conditional dependence. Large-scale Assessments in Education, 10(4), https://doi.org/10.1186/s40536-022-00122-y
Shin, H. J. (2021). 프로세스 데이터를 활용한 응답속도와 정확도의 관계 분석: PISA 2015 미국과 한국의 사례를 중심으로. 교육평가연구, 34(3), 587-614.
Shin, H. J., Yamamoto, K., Khorramdel, L., Robin, F. (2021). Increasing measurement precision of PISA through multistage adaptive testing. In Wiberg, M., González, J., & Molenaar, D., Böckenholt, U., & Kim, S-J. (Eds.). Quantitative Psychology. 85th Annual Meeting of the Psychometric Society, Virtual, 2020, New York: Springer. https://doi.org/10.1007/978-3-030-74772-5_29
Joo, S. H., Khorramdel, L., Yamamoto, K., Shin, H. J., & Robin, F. (2021). Evaluating Item Fit Statistic Thresholds in PISA: Analysis of Cross-Country Comparability of Cognitive Items. Educational Measurement: Issues and Practice, 40(2), 37–48. https://doi.org/10.1111/emip.12404
Shin, H. J., Lubaway, E., Joo, S., Robin, F., & Yamamoto, K. (2020). Comparability of Response Time Scales in PISA. Psychological Test and Assessment and Modeling, 62(1), 107-135. Retrieved from https://www.psychologie-aktuell.com/fileadmin/Redaktion/Journale/ptam-2020-1/06_Shin.pdf
Yamamoto, K., Shin, H. J., & Khorramdel, L. (2019). Introduction of multistage adaptive testing design in PISA 2018. OECD Education Working Papers No. 209, OECD Publishing, Paris, https://dx.doi.org/10.1787/b9435d4b-en
Shin, H. J., Wolfe, E., & Wilson, M. (2019). Human Rater Monitoring with Automated Scoring Engines. Psychological Test and Assessment Modeling, 61(2), 127-148. Retrieved from https://www.psychologie-aktuell.com/fileadmin/Redaktion/Journale/ptam-2019-2/01_Shin.pdf
von Davier, M., Khorramdel, K., He, Q., Shin, H. J., & Chen, H. (2019). Developments in Psychometric Population Models for Technology-Based Large-Scale Assessments: An Overview of Challenges and Opportunities. Journal of Educational Behavioral Statistics, 44(6), 671-705. https://doi.org/10.3102/1076998619881789
Shin, H. J., von Davier M., Yamamoto K. (2019). Investigating Rater Effects in International Large-Scale Assessments. In B. P. Veldkamp and C. Sluijter (eds.), Theoretical and Practical Advances in Computer-based Educational Measurement (pp. 249-268), Methodology of Educational Measurement and Assessment (book series). Springer, Cham. https://doi.org/10.1007/978-3-030-18480-3_13
Khorramdel, L., Shin, H. J., & von Davier, M. (2019). GDM software mdltm including parallel EM algorithm. In M. von Davier & Y.-S. Lee (Eds.), Handbook of Psychometric Models for Cognitive Diagnosis (pp. 603-628). Springer, Cham. https://doi.org/10.1007/978-3-030-05584-4_30
von Davier, M., Yamamoto, K., Shin, H. J., Chen, H., Khorramdel, L., Weeks, J., Davis, S., Kong, N., & Kandathil, M. (2019). Evaluating Item Response Theory Linking and Model Fit for Data from PISA 2000–2012. Assessment in Education: Principles, Policy & Practice, 26(4), 466-488. https://doi.org/10.1080/0969594X.2019.1586642
Shin, H. J., Rabe-Hesketh, S. & Wilson, M. (2019) Trifactor Models for Multiple-Ratings Data, Multivariate Behavioral Research, 54(3), 360-381, https://doi.org/10.1080/00273171.2018.1530091
Yamamoto, K., Shin, H. J., Khorramdel, L. (2018). Multistage Adaptive Testing Designs in international large-scale assessments. Educational Measurement: Issues and Practice, 37(4), 16-27, https://doi.org/10.1111/emip.12226
Yamamoto, K., Khorramdel, L., Shin, H. J. (2018). Multistage Adaptive Testing Design in PIAAC. Psychological Test and Assessment Modeling, 60(3), 347-368. Retrieved from https://www.psychologie-aktuell.com/fileadmin/Redaktion/Journale/ptam_3-2018_347-368.pdf
Yamamoto, K., He, Q., Shin, H. J., & von Davier, M. (2018). Development and Implementation of a Machine-Supported Coding System for Constructed-Response Items in PISA. Psychological Test and Assessment Modeling, 60(2), 145-164. https://www.psychologie-aktuell.com/fileadmin/download/ptam/2-2018_20180627/02_PTAM-2-2018_Yamamoto_v2.pdf
Shin, H. J., Wilson, M., Choi, I. (2017) Structured Constructs Models Based on Change-Point Analysis. Journal of Educational Measurement, 54(3), 306-332. https://doi.org/10.1111/jedm.12146
von Davier, M., Shin, H. J., Khorramdel, L. & Stankov, L. (2017) The Effects of Vignette Scoring on Reliability and Validity. Applied Psychological Measurement, 42(4), 291-306. https://doi.org/10.1177/0146621617730389
Yamamoto, K., He, Q., Shin, H. J., & von Davier, M. (2017). Developing a machine-supported coding system for constructed-response items in PISA (ETS Research Report No. RR-17-47). Princeton, NJ: Educational Testing Service. https://doi.org/10.1002/ets2.12169
Jin, H., Shin, H. J., Cisterna, D. I. (under review). Systematic validation in science learning progression research.
Jin, H., Shin, H. J., Hokayem, H., Qureshi, F., & Jenkins, T. (2019). Secondary students' understanding of ecosystems: A learning progression approach. International Journal of Science and Mathematics Education, 17, 217-235. https://doi.org/10.1007/s10763-017-9864-9
Schramm, J.W., Jin, H., Keeling, E., Johnson, M., & Shin, H. J. (2018) Secondary students’ grapple differently with process-focused and practice-focused items about carbon-transforming processes. Research in Science Education, 48, 887-911. https://doi.org/10.1007/s11165-016-9584-0
Jin, H., Johnson, M.E., Shin, H. J., Anderson, C.W. (2017) Promoting Student Progressions in Science Classrooms: A Video Study. Journal of Research in Science Teaching, 54, 852-883. https://doi.org/10.1002/tea.21388
Shin, H. J., Fuller, B., & Daughter, L. (2017) Heterogeneous Effects of Charter Schools: Unpacking Family Selection and Achievement Growth in Los Angeles. Journal of School Choice, 11(1), 60-94. https://doi.org/10.1080/15582159.2016.1238278
Jin, H., Shin, H. J., Johnson, M., & Kim, J. (2015). Developing learning progression-based teacher knowledge measures. Journal of Research in Science Teaching, 52, 1269-1295. https://doi.org/10.1002/tea.21243
Kim, J., & Shin, H. J. (2013). Conceptualization of research activity knowledge and a case study of undergraduate ‘Independent Research’ course for its development. Korean Journal of General Education, 7(6), 305-364. (written in Korean)
Shin, H. J., & Min, H. R. (2009). Effects of students' majors on the relationship between perceived learning experiences and course satisfaction of undergraduate students. Korean Journal of Educational Research, 47(3), 51-75. (written in Korean)
Baek, S., &Shin, H. J. (2008). Multilevel analysis of the effects of student and course characteristics on satisfaction in undergraduate liberal courses. Asia Pacific Education Review, 9, 475-486. https://doi.org/10.1007/BF03025664
Baek, S., Ham, E. H., Lee, J. Y., Shin, H. J., & Yu, Y. L. (2007). A theoretical inquiry on the construct for teaching competence in secondary school. Asian Journal of Education, 8(1), 47-69. (written in Korean)