Ying (Alison) Cheng
Contact InformationYing "Alison" Cheng
103 Haggar Hall
Ph.D., University of Illinois at Urbana/Champaign
M.S., University of illinois at Urbana/Champaign
Psychological and educational measurement
Item Response Theory
2012: Jason Millman Promising Measurement Scholar Award (National Council on Measurement in Education)
2009: The Bradley Hanson Award for Contributions to Educational Measurement (National Council on Measurement in Education)
Cheng, Y. (In press). When Cognitive Diagnosis Meets Computerized Adaptive Testing: CD-CAT. Psychometrika. DOI: 10.1007/S11336-009-9123-2.
Cheng, Y., & Keng, L. (in press). Computerized adaptive testing in criterion-referenced testing. In Smith, E. & Stone, G. (Eds.), Applications of Rasch Measurement
in Criterion-Reference Testing: Practice Analysis to Score Reporting. JAM Press.
Cheng, Y., & Chang. H. (2009). The maximum priority index method for severely constrained item selection in computerized adaptive testing. British Journal of Mathematical and Statistical Psychology, 62, 369-383.
Dr. Ying "Alison" Cheng's research focuses on psychological and educational measurement. In particular, she is interested in theoretical development and applications of item response theory (IRT), including computerized adaptive testing (CAT), test equity across different ethnicity/gender groups (formally known as different item functioning or DIF), classification accuracy and consistency with licensure/certification of state graduation exams. Recently she is working on cognitive diagnostic models and their applications to CAT.
Cheng has agreed to be one of the associate editors of the AERA's flaghiip journal, American Educational Research Journal, starting in 2015.