Ying (Alison) Cheng

Ying (Alison) Cheng

Associate Professor

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

  • Quantitative

(574) 631-7649

ycheng4@nd.edu

Corbett Family Hall

Notre Dame, IN 46556

Learning Analytics and Measurement in Behavioral Sciences (LAMBS)

Download CV

Psychological and educational measurement.

Professor Cheng is open to mentoring graduate students in the fall

Profile

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 Publications

 †: Cheng’s Current/Former Graduate Student; P: Postdoc

1. PYu, X., & Cheng, Y. (in press). Data-driven Q-matrix validation using a residual-based statistic in cognitive diagnostic assessment. British Journal of Mathematical and Statistical Psychology. DOI: 10.1111/bmsp.12191

2. Jean-Pierre, P., Cheng, Y., & Paxton, R. (in press). Item-level psychometrics of a brief self-reported memory problem screening measure in breast cancer survivors. Acta Oncologica. DOI: 10.1080/0284186X.2019.1687935 https://www.tandfonline.com/eprint/9AJ5DKXWVSCNA2J8BK6J/full?target=10.1080/0284186X.2019.1687935

3. †Hong, M., Cheng, Y., & Steedle, J. (in press). Comparing insufficient effort responding detection methods: Practical advice and recommendations. Educational and Psychological Measurement. doi: 10.1177/0013164419865316. https://journals.sagepub.com/doi/epub/10.1177/0013164419865316

4. Jean-Pierre, †Shao, C., Paskett, E., Cheng, Y., Wells, K., Paskett, E., & Fiscella, K. (in press). Patient satisfaction with navigator interpersonal relationship (PSN-I): Item-level psychometrics using IRT analysis. Supportive Care in Cancer. doi: 10.1007/s00520-019-04833-x. http://link.springer.com/article/10.1007/s00520-019-04833-x

5. PYu, X., & Cheng, Y. (2019). A change-point analysis procedure based on weighted residuals to detect back random responding. Psychological Methods, 24, 658 – 674.
doi: 10.1037/met0000212. https://psycnet.apa.org/record/2019-07788-001

6. †Reboucas, D. & Cheng, Y. (2019). Relationship between item characteristics and detection of differential item functioning under the MIMIC Model. Psychological Test and Assessment Modeling, 61(2), 227 – 257. https://search.proquest.com/docview/2263278865/fulltextPDF/F276DE369F54460FPQ/1?accountid=12874

7. Narvaez, D., Wang, L., Cheng, Y., Gleason, T., Woodbury, R., Kurth, A., & Lefever, J. B. (2019). The importance of early life touch for psychosocial and moral development. Psicologia: Reflexão e Crítica, 32. DOI: 10.1186/s41155-019-0129-0 https://link.springer.com/article/10.1186/s41155-019-0129-0? wt_mc=Internal.Event.1.SEM.ArticleAuthorIncrementalIssue&utm_source=ArticleAuthorIncremen talIssue&utm_medium=email&utm_content=AA_en_06082018&ArticleAuthorIncrementalIssue_20190807

8. Huang, S., Kong, Y., & Cheng, Y. (2019). Public images of gifted programs in China: A 38-year analysis of Chinese news reports on gifted education. Gifted and Talented International,
33, 41 – 51. doi: 10.1080/15332276.2019.1609343. https://www.tandfonline.com/eprint/T2MESX7UACSX7MYIEP2B/full?target=10.1080/15332276.2019.1609343

9. Narvaez, D., Woodbury, R., Gleason, T., Kurth, A., Cheng, Y., Wang, L., Deng, L., Gutzwiller-Helfenfinger, E., Christen, M., & Näpflin, C. (2019). Evolved development niche provision: Moral socialization, social maladaptation and social thriving in three countries. Sage Open, 9(2). doi: 10.1177/2158244019840123. 
https://journals.sagepub.com/doi/epub/10.1177/2158244019840123

10. †Whitney, B. M., Cheng, Y., †Brodersen, A. S., & †Hong, M. R. (2019). The Survey of Student Engagement in Statistics: Initial development and validation. Journal of
Psychoeducational Assessment, 37, 553-565. doi: 10.1177/0734282918769983. https://journals.sagepub.com/doi/epub/10.1177/0734282918769983

11. †Patton, J., Cheng, Y., †Hong, M., & Diao, Q. (2019). Detection and treatment of careless responses to improve item parameter estimation. Journal of Educational and Behavioral
Statistics, 44, 309-341. doi: 10.3102/1076998618825116. https://journals.sagepub.com/doi/epub/10.3102/1076998618825116

12. Steedle, J. T., †Hong, M., & Cheng, Y. (2019). The effects of inattentive responding on validity evidence when measuring social-emotional learning competencies. Educational
Measurement: Issues and Practices, 38, 101-111. doi: 10.1111/emip.12256. https://onlinelibrary.wiley.com/doi/full/10.1111/emip.12256

13. †Hong, M., & Cheng, Y. (2019). Robust maximum marginal likelihood (RMML) estimation for item response theory models. Behavior Research Methods, 51, 573-588. doi: 10.3758/s13428-018-1150-4. http://link.springer.com/article/10.3758/s13428-018-1150-4