Using Partial Credit and Response History to Model User Knowledge. - Eric Van Inwegen; Seth Adjei; Yan Wang 005; Neil T. Heffernan (EDM, 2015)

The Effect of the Distribution of Predictions of User Models. - Eric Van Inwegen; Yan Wang 005; Seth Adjei; Neil T. Heffernan (EDM, 2015)

Defining Mastery: Knowledge Tracing Versus N- Consecutive Correct Responses. - Kim M. Kelly; Yan Wang 005; Tamisha Thompson; Neil T. Heffernan (EDM, 2015)

An analysis of the impact of action order on future performance: the fine-grain action model. - Eric Van Inwegen; Seth Adjei; Yan Wang 005; Neil T. Heffernan (LAK, 2015)

Improving students' long-term retention performance: a study on personalized retention schedules. - Xiaolu Xiong; Yan Wang 005; Joseph Barbosa Beck (LAK, 2015)

The assessment of learning infrastructure (ALI): the theory, practice, and scalability of automated assessment. - Korinn S. Ostrow; Douglas Selent; Yan Wang 005; Eric Van Inwegen; Neil T. Heffernan; Joseph Jay Williams (LAK, 2016)

Enhancing the efficiency and reliability of group differentiation through partial credit. - Yan Wang 005; Korinn Ostrow; Joseph Beck 001; Neil T. Heffernan (LAK, 2016)

The Opportunity Count Model: A Flexible Approach to Modeling Student Performance. - Yan Wang 005; Korinn Ostrow; Seth Adjei; Neil T. Heffernan (L@S, 2016)

How Flexible Is Your Data? A Comparative Analysis of Scoring Methodologies across Learning Platforms in the Context of Group Differentiation. - Korinn S. Ostrow; Yan Wang 005; Neil T. Heffernan (J. Learn. Anal., 2017)