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De Boeck, P. & Scalise K. (2019). Collaborative problem solving: Processing time, actions, and performance. Frontiers in Psychology 10: 1280, Section: Educational Psychology. Research Topic Title: Advancements in Technology-Based Assessment: Emerging Item Formats, Test Designs, and Data Sources, https://doi.org/ 10.3389/fpsyg.2019.01280.

Scalise, K., & Clarke-Midura, J. (2018). The many faces of scientific inquiry: Effectively measuring what students do and not only what they say, Journal of Research in Science Teaching, Sept. 3 (early release), https://doi.org/10.1002/tea.21464.

Wilson, M, Scalise, K., and Gochyyev, P. (2018). Domain modelling for advanced learning environments: the BEAR Assessment System Software, Educational Psychology, July 24 (early release), https://doi.org/10.1080/01443410.2018.1481934.

Scalise, K., Douskey, M., Stacy, A. (2018). Measuring learning gains and examining implications for student success in STEM, Higher Education Pedagogies, 3(1), 10-22.

Scalise, K., Irvin, P.S., Alresheed, F., Yim, H., Park, S., Landis, B., Meng, P., Kleinfelder, B., Halladay, L., Partsafas, A. (2018). Accommodations in computer based, interactive assessment tasks: Promising practices for enhancing accessibility for students with disabilities, Journal of Special Educational Technology (JOSET), https://doi.org/10.1177/0162643418759340.

Scalise, K. (2018). Next Wave for Integration of Educational Technology into the Classroom: Collaborative Technology Integration Planning Practices, In Griffin, P., & Care,E. (Eds.), Assessment and teaching of 21st century skills, Volume 3 – research & applications. Dordrecht: Springer.

Wilson, M., Scalise, K., & Gochyyev, P. (2018). ICT Literacy in Digital Networks, In Griffin, P., Wilson, M. & Care, E. (Eds.), Assessment and teaching of 21st century skills, Volume 3 – research & applications. Dordrecht: Springer.

Wilson, M., Scalise, K., & Gochyyev, P. (2018). ICT literacy as a 21st century skill: Learning in Digital Networks with Agile Development approaches. In R. W. Lissitz & H. Jiao (Eds.), Technology enhanced innovative assessment: Development, modeling, and scoring from an interdisciplinary perspective. Charlotte, NC: Information Age Publisher.

Wilson, M., Scalise, K., Gochyyev, P. (2017). Modeling data from collaborative assessments: Learning in digital interactive social networks, Journal of Educational Measurement, 54(1), 85-102.

Scalise, K., & Felde, M. (2017). Why neuroscience matters in the classroom: Principles of brain-based instructional design for teachers. Columbus, OH: Pearson, Prentice Hall.

Scalise, K. (2017). Hybrid measurement models for technology-enhanced assessments through mIRT-bayes, International Journal of Statistics and Probability, 6(3), 168-182.

Wilson, M., Scalise, K., & Gochyyev, P. (2016). Assessment of learning in digital interactive social networks: A learning analytics approach. Online Learning Journal, 20(2), DOI: http://dx.doi.org/10.24059/olj.v20i2.799.Wilson, M., Scalise, K., & Gochyyev, P. (2018). Issues Arising in the Context of ICT Literacy Assessment, In Griffin, P., Wilson, M. & Care, E. (Eds.), Assessment and teaching of 21st century skills, Volume 3 – research & applications. Dordrecht: Springer

Scalise, K. (2016). Student collaboration and school educational technology: Technology integration practices in the classroom. Journal on School Educational Technology, 11(4), 39-49.

Scalise, K. (2016). Intellectual capital in the context of STEM assessment, Measurement: Interdisciplinary Research and Perspectives, 14(4), pp. 156–157.

Scalise, K., Mustafic, M., & Greiff, S. (2016). Dispositions for collaborative problem solving. In S. Kuger, E. Klieme, N. Jude & D. Kaplan (Eds.), Assessing context of learningworld-wide (Methodology of educational measurement and assessment series). Dordrecht: Springer.

Wilson, M., & Scalise, K. (2016). Learning analytics: Negotiating the intersection of measurement technology and information technology. In J. M. Spector, B. B. Lockee & M.D. Childress (Eds.), Learning, design, and technology. An international compendium of theory, research, practice, and policy. Dordrecht: Springer.