Childs, R. A., Elgie, S., Brijmohan, A., & Yang, J. (2019). “What if I don’t know the answer?” Fifth-grade students’ responses to uncertainty in test-taking. Canadian Journal of Education, 42, 905-930. 

Paabo, M., Brijmohan, A., Klubi, T., Evans-Tokaryk, T., & Childs, R. A. (2019). Participation in peer-led supplemental instruction groups, academic performance, and time to graduation. Journal of College Student Retention: Research, Theory & Practice. https://doi.org/10.1177/1521025119826287

Fraser, C., Herman, J., Elgie, S., & Childs, R. A. (2018). How school leaders search for and use evidence. Educational Research, 60(4), 390-409. https://doi.org/10.1080/00131881.2018.1533791

Brijmohan, A., Khan, G. A., Orpwood, G., Brown, E. S., & Childs, R. A. (2018). Collaboration between content experts and assessment specialists: Using a validity argument framework to develop a college mathematics assessment. Canadian Journal of Education, 41, 584-600.

Childs, R. A., Broomes, O., & Herbert, M. B. (2018). Deciding whether to respond: A latent class analysis of nonresponse on Ontario’s Grade 9 Assessment of Mathematics. Alberta Journal of Educational Research, 64, 70-87.

von Bergmann, H., & Childs, R. A. (2017). Creating a test blueprint for a progress testing program: A paired-comparisons approach. Medical Teacher, 40(3), 267-274. https://doi.org/10.1080/0142159X.2017.1403015

Childs, R. A., Hanson, M. D., Carnegie-Douglas, S., & Archbold, A. (2016). Investigating the effects of access initiatives for underrepresented groups. Perspectives: Policy and Practice in Higher Education. https://doi.org/10.1080/13603108.2016.1231720

Childs, R. A., Ferguson, A. K., Herbert, M. B., Broad, K., & Zhang, J. (2016). Evaluating admission criteria effects for underrepresented groups. Higher Education Research and Development, 35, 658-668. https://doi.org/10.1080/07294360.2015.1137877

Childs, R. A., & Ferguson, A. K. (2015). Changes in, to, and through the initial teacher education program admission process. In L. Thomas & M. Hirschkorn (Eds.), Change and progress in Canadian teacher education: Research on recent innovations in teacher preparation in Canada (pp. 420-440). E-book published by the Canadian Association for Teacher Education.

Doran, J., Ferguson, A. K., Khan, G. A., Ryu, G., Naimool, D., Hanson, M. D., & Childs, R. (2015). What are Ontario’s universities doing to improve access for underrepresented groups? Toronto: Higher Education Quality Council of Ontario.

Cyr, D., Childs, R., & Elgie, S. (2013). Recruiting students for research in higher education: A guide. Toronto: Higher Education Quality Council of Ontario.

Childs, R. A., Broad, K., Gallagher-Mackay, K., Sher, Y., Escayg, K.-A., & McGrath, C. (2011). Pursuing equity in and through teacher education program admissions. Education Policy Analysis Archives, 19(24), 1-16.

Casey, C. E., & Childs, R. A. (2011). Teacher education admission criteria as measure of preparedness for teaching. Canadian Journal of Education, 34(2), 3-20.

Emenogu, B. C., Falenchuk, O., & Childs, R. A. (2010). The effect of missing data treatment on Mantel-Haenszel DIF detection. Alberta Journal of Educational Research, 56, 458-468.

Miller, T., Chahine, S., & Childs, R. A. (2010). Detecting differential item functioning and differential step functioning due to differences that should matter. Practical Assessment, Research & Evaluation, 15(10), 1-13.

Childs, R. A., & Fung, L. (2009). “The first year they cried”: How teachers address test stress. Canadian Journal of Educational Administration and Policy, 64, 1-14.

Childs, R. A., & Umezawa, L. (2009). When the teacher is the test proctor. Canadian Journal of Education, 32, 618-651.

Childs, R. A., Ram, A., & Xu, Y. (2009). Combining dual scaling with semi-structured interviews to interpret rating differences. Practical Assessment, Research & Evaluation, 14(11), 1-9.

Dénommé, F., & Childs, R. A. (2008). Does Ontario have an achievement gap?: The challenge of comparing the performance of students in French- and English-language schools on national and international assessments. Canadian Journal of Educational Administration and Policy, 71, 1-24.

Casey, C. E., & Childs, R. A. (2007). Teacher education program admission criteria and what beginning teachers need to know to be successful teachers. Canadian Journal of Educational Administration and Policy, 67, 1-24.

Childs, R. A., Jaciw, A. P., & Saunders, K. (2007). Scoring guide alignment: Combining scorer judgments with item parameter estimates to set cut points. International Journal of Testing, 7, 243-254.

Childs, R. A., Dunn, J. L., van Barneveld, C., & Jaciw, A. P. (2007). Does it matter if you “kill” the patient or order too many tests? Scoring alternatives for a test of clinical reasoning skills. International Journal of Testing, 7, 127-139.

Childs, R. A., & Bower, B. (2006). Teacher testing and certification: An historical perspective from Ontario. Journal of Educational Administration and History, 38, 279-291.

Childs, R. A., & Jaciw, A. P. (2003). Matrix sampling of items in large-scale assessments. Practical Assessment, Research & Evaluation, 8(16).

Childs, R. A., & Oppler, S. H. (2000). Implications of test dimensionality for unidimensional IRT scoring: An investigation of a high-stakes testing program. Educational and Psychological Measurement, 60, 939-955.

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