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Chris Oshima

Professor    
Education
Ph.D.,University of Florida, 1989
Specializations
Research and evaluation design, testing and measurement and data analysis methods
Biography

Chris Oshima is a full professor in the Department of Educational Policy Studies at Georgia State University. She graduated from the University of Florida in 1989 with a Ph.D. in foundations of education specializing in research and evaluation design, testing and measurement and data analysis methods. During her tenure at Georgia State University she has taught numerous courses in quantitative methods and measurement, including Quantitative Methods and Analysis I, II, III, Educational Measurement, Introduction to Item Response Theory and Advanced Item Response Theory. Her primary research interests are in educational measurement and statistics, especially in the area of item response theory (IRT) and differential item functioning (DIF).

Publications

Kim, J., & Oshima, T. C. (2013). Effect of multiple testing adjustment in DIF detection. Educational and Psychological Measurement, 73, 458-470.

Thompson, S. M., Meyers, J., & Oshima, T. C. (2011). Student mobility and its implications for school’s Adequate Yearly Progress. Journal of Negro Education, 8, 12 – 21.

Snow, T. K., & Oshima, T. C. (2009). A Comparison of unidimensional and three-dimensional DIF analysis using two-dimensional data. Educational and Psychological Measurement.69, 732-747.

Raju, N. S., K. A. Fortmann, Kim, W., Morris, S. B., Nering, M., & Oshima, T. C. (2009). The item parameter replication method for detecting differential functioning in the DFIT framework. Applied Psychological Measurement. 33, 133-147.

Oshima, T. C., & Morris, S. B. (2008). An NCME Instructional Module on Raju’s Differential Functioning of Items and Tests (DFIT). Educational Measurement: Issues and Practice, 27, 43-50.

McCarty, F., Oshima, T. C., & Raju, N. S. (2007). Identifying possible sources of differential functioning using differential bundle functioning with polytomously scored data. Applied Measurement in Education, 20, 205-225.

Raju, N. S., & Price, L. R., Oshima, T. C., & Nering, M. L. (2007). Conditional reliability. Applied Psychological Measurement. Applied Psychological Measurement, 31, 169-180.

Oshima, T. C. & Domaleski, C. (2006). Academic performance gap between younger summer-birthday children and older fall-birthday children: Kindergarten through 8th grade. Journal of Educational Research, 99, 212-217.

Nanda, A. O., Oshima, T. C., & Gagne, P. (2006). DIFCUT: An SAS program for conducting significance tests for differential functioning of items and tests (DFIT). Applied Psychological Measurement, 30, 150-151.

Raju, N. S., Lezotte, D. V. Fearing, B. K. & Oshima, T. C. (2006). A Note on correlation corrected for unreliability and range restriction. Applied Psychological Measurement, 30, 145-149.

Oshima, T. C., Raju, N. S., & Nanda, A. (2006). A new method for assessing statistical significance in the differential functioning of items and tests (DFIT) framework. Journal of Educational Measurement, 43, 1-17.

Cramer, J. D., & Oshima, T. C. (2005). Testing for dyslexia in young adolescent students: What every middle school counselor should know. GSCA Journal, 20-24.

Raju, N. S., & Oshima, T. C. (2005). Two prophecy formulas for assessing the reliability of item response theory – based ability estimates. Educational and Psychological Measurement, 65, 361-375. (Featured article in the issue.)

Raju, N. S. & Oshima, T. C. (2004). Prophecy formulas for assessing the reliability of IRT-based abilities, International Journal of Psychology, 39, 462.

Oshima, T. C., Davey, T. C., & Lee, K. (2000). Multidimensional linking: Four practical approaches. Journal of Educational Measurement, 37, 357-373.

Flowers, C. P., Oshima, T. C., & Raju, N. S. (1999). A description and demonstration of polytomous- DFIT framework. Applied Psychological Measurement, 23, 309-326.

Oshima, T. C., Raju, N. S., Flowers, C. P., & Slinde, J. (1998). Differential bundle functioning (DBF) using the DFIT framework: Procedures for identifying possible sources of differential functioning. Applied Measurement in Education, 11, 353-369.

Oshima, T. C., Raju, N. S. & Flowers, C. P. (1997). Development and demonstration of multidimensional IRT-based internal measures of differential functioning of items and tests. Journal of Educational Measurement, 34, 253-272.

Davey, T., Oshima, T. C., & Lee, K. (1996). Linking multidimensional item calibrations. Applied Psychological Measurement, 20, 405-416.

Lee, K., & Oshima, T. C. (1996). IPLINK: Multidimensional and unidimensional item parameter linking in item response theory. Applied Psychological Measurement, 20, 230.

Algina, J., & Oshima, T. C. (1995). An improved general approximation test for the main effect in a split-plot design. British Journal of Mathematical and Statistical Psychology. 48, 149-160.

Algina, J., Oshima, T. C., & Lin, W. (1994). Type I error rates for Welch’s test and James’s second-order test under nonnormality and inequality of variance when there are two groups. Journal of Educational Statistics, 19, 275-291.

Oshima, T. C. (1994). The effect of speededness on parameter estimation in item response theory. Journal of Educational Measurement, 31, 200-219.

Hsiung, T., Olejnik, S., & Oshima, T. C. (1994). A SAS/IML program for applying the James second-order test in two-factor fixed-effect ANOVA models. Educational and Psychological Measurement, 54, 696-698.

Algina, J. & Oshima, T. C. (1994). Type I error rates for Hunyh’s general approximation and improved general approximation tests. British Journal of Mathematical and Statistical Psychology, 47, 151-165.

Oshima, T. C., McGinty, D., & Flowers, C. P. (1994). Differential item functioning with a criterion-referenced test: Use of limited closed-interval measures. Applied Measurement in Education, 7, 195-209.

Miller, M. D., & Oshima, T. C. (1992). Effect of sample size, number of biased items, and magnitude of bias on a two-stage item bias estimation method. Applied Psychological Measurement, 16, 381-388.

Oshima, T. C., & Miller, M. D. (1992). Multidimensionality and item bias in item response theory. Applied Psychological Measurement, 16, 237-248.

Oshima, T. C., & Algina, J. (1992). Type I error rates for James’s second-order and Wilcox’s H tests under heteroscedasticity and non-normality. British Journal of Mathematical and Statistical Psychology, 45, 255-263.

Cramer, J. D., & Oshima, T. C. (1992). Do gifted females attribute their math performance differently than other students? Journal for the Education of the Gifted, 16, 18-35.

Oshima, T. C., & Algina, J. (1992). A SAS program for testing the hypothesis of the equal means under heteroscedasticity: James’s second-order test. Educational and Psychological Measurement, 52, 117-118.

Algina, J., & Oshima, T. C. (1991). Robustness of Yao’s, James’, and Johansen’s tests under variance-covariance heteroscedasticity and nonnormality. Journal of Educational Statistics, 16, 125-139.

Oshima, T. C., & Miller, M. D. (1990). Multidimensionality and IRT-based invariance indices: The effect of between group variation in trait correlation. Journal of Educational Measurement, 27, 273-283.

Algina, J., & Oshima, T. C. (1990). Robustness of the independent samples Hotelling’s T2 to variance-covariance heteroscedasticity when sample sizes are unequal and in small ratios. Psychological Bulletin, 108, 308-313

 
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