Mark L. Davison

Affiliations: 
University of Minnesota, Twin Cities, Minneapolis, MN 
Area:
Tests and Measurements Education, Statistics
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"Mark Davison"

Children

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Donna J. Butterbaugh grad student 2003 UMN
Ali Fahmy grad student 2004 UMN
Tacksoo Shin grad student 2005 UMN
Mayuko K. Simon grad student 2008 UMN
Catherine N. Close grad student 2012 UMN
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Publications

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Shin T, Davison ML, Long JD. (2016) Maximum Likelihood Versus Multiple Imputation for Missing Data in Small Longitudinal Samples With Nonnormality. Psychological Methods
Davenport EC, Davison ML, Liou PY, et al. (2016) Easier Said Than Done: Rejoinder on Sijtsma and on Green and Yang Educational Measurement: Issues and Practice. 35: 6-10
Davison ML. (2016) Comment on Goldhammer’s “Measuring Ability, Speed, or Both” Measurement. 14: 32-33
Kohli N, Hughes J, Wang C, et al. (2015) Fitting a linear-linear piecewise growth mixture model with unknown knots: A comparison of two common approaches to inference. Psychological Methods. 20: 259-75
Davison ML, Davenport EC, Chang YF, et al. (2015) Criterion-Related Validity: Assessing the Value of Subscores Journal of Educational Measurement. 52: 263-279
Davenport EC, Davison ML, Liou PY, et al. (2015) Reliability, Dimensionality, and Internal Consistency as Defined by Cronbach: Distinct Albeit Related Concepts Educational Measurement: Issues and Practice. 34: 4-9
Park T, Hadsall RS, Schommer JC, et al. (2014) Development of an adverse-event coping scale (AECS) using item response theory. Research in Social & Administrative Pharmacy : Rsap
Davison ML, Jew GB, Davenport EC. (2014) Patterns of SAT scores, choice of STEM major, and gender Measurement and Evaluation in Counseling and Development. 47: 118-126
Davison ML, Chang YF, Davenport EC. (2014) Modeling Configural Patterns in Latent Variable Profiles: Association With an Endogenous Variable Structural Equation Modeling. 21: 81-93
Froiland JM, Davison ML. (2014) Parental expectations and school relationships as contributors to adolescents' positive outcomes Social Psychology of Education. 17: 1-17
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