Associate Professor
Ph.D., University of Illinois at Urbana-Champaign



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.


Recent Papers (* Indicates a Graduate Student as First  Author)

Cheng, Y., Liu, C., & Behrens, J. (in press). Standard error of ability estimates and the classification accuracy and consistency of binary decisions in linear and adaptive testing. Psychometrika. DOI: 10.1007/s11336-014-9407-z. 

Cheng, Y., Patton, J., & Shao, C. (in press).  a-stratified computerized adaptive testing in the presence of calibration errorEducational and Psychological Measurement. DOI: 10.1177/0013164414530719.

Yuan, K., Cheng, Y. & Maxwell, S. (2014). Moderation analysis using a random coefficient regression model. Psychometrika.  79, 701-732. 

 Lathrop, Q. N.*, & Cheng, Y. (2014). A nonparametric approach to estimate classification accuracy and consistency. Journal of Educational Measurement, 51,318-334.

Jean-Pierre, Cheng, Y., Paskett, E., Shao, C. et. al. (2014). Item response theory analysis of the patient satisfaction with cancer-related care measure. Supportive Care in Cancer22, 2229-2240.

Patton, J.*, Cheng, Y., Yuan, K., & Diao, Q. (2014). Bootstrap standard errors for maximum likelihood ability estimates when item parameters are unknown.Educational and Psychological Measurement, 74, 697-712.

Yuan, K-H., Cheng, Y., & Patton, J. (2014). Information matrices and standard errors for MLEs of item parameters in IRT. Psychometrika79, 232-254.

von Davier, M., & Cheng, Y. (2014). Multistage testing using cognitive diagnostic models. In Yan, D., von Davier, A., & Lewis, C. (Eds.) Computerized Multistage Testing: Theory and Applications. Boca Raton, FL: CRC Press.

Cheng, Y. & Cheng. Y. (2014). Repeated statistical tests in group sequential clinical trial designs and their potential applications in educational assessment. InCheng, Y., & Chang, H. (Eds). Advancing Methodologies to Support both Summative and Formative Assessments. Charlotte, NC: Information Age Publishing.

Patton. J,* & Cheng, Y. (2014). Effects of item calibration error on applications of item response theory. In Cheng, Y., & Chang, H. (Eds). Advancing Methodologies to Support both Summative and Formative Assessments. Charlotte, NC: Information Age Publishing.

Narvaez, D., Gleason, T., Brooks, J., Wang, L., Lefever, J., & Cheng, Y. (2013). Longitudinal Effects of Ancestral Parenting Practices on Early Childhood Outcomes. Early Childhood Research Quarterly, 28, 759-773.

Cheng, Y., Chen, P-H., Qian, J. & Chang, H. (2013). Equated pooled booklet method in DIF testing. Applied Psychological Measurement, 37, 276-288.

Narvaez, D., Wang, L., Gleason, T., Cheng. Y., Lefever, J., & Deng, L. (2013). The evolved developmental niche and child sociomoral outcomes in Chinese three-year-olds. European Journal of Developmental Psychology, 10, 106-127.

Lathrop, Q. N.*, & Cheng, Y. (2013). Two approaches to estimation of classification accuracy under the IRT framework. Applied Psychological Measurement, 37, 226-241.

Cheng, Y., & Morgan, D. (2013). Classification accuracy and consistency of computerized adaptive testing. Behavioral Research Methods, 45, 132 – 142.

Patton, J.*, Cheng, Y., Yuan, K., & Diao, Q. (2013). The Influence of item calibration error on variable-length computerized adaptive testing. Applied Psychological Measurement, 37, 24-40.

View Curriculum Vitae (PDF)

Contact Information
Office: 103 Haggar Hall
Notre Dame, Indiana 46556
Phone: (574) 631-7649