Ravand, H., & Baghaei, P. (2019). Diagnostic Classification Models: Recent Developments, Practical Issues, and Prospects. International Journal of Testing, 1-33. doi: 10.1080/15305058.2019.1588278
Ravand, H., Faryabi, F., Rohani, G. (2018). On the factor structure invariance of the general English section of university entrance examination for Ph.D. applicants into the English programs in Iran. Journal of Teaching Language Skills
36(4)
Baghaei, P., & Ravand, H. (2019). Method Bias in Cloze Tests as Reading Comprehension Measures. SAGE Open, 9(1). doi: 10.1177/2158244019832706
راوند. کارکرد دوگانه سوال براساس رویکرد مبتنی بر نظریه تشخیصی طبقه بندی در آزمون خواندن ودرک مفاهیم کنکور منحصرا زبان. پژوهشهای زبانشناختی در زبان های خارجی. دوره 8 شماره 2.
Baghaei, P., Ravand, H., & Nadri, M. (2019). Is the d2 Test of Attention Rasch Scalable? Analysis With the Rasch Poisson Counts Model. Perceptual and Motor Skills, 126(1), 70–86. https://doi.org/10.1177/0031512518812183
Ravand, H. & Robitzsch, A. (2018). Cognitive diagnostic model of best choice: a study of reading comprehension AU - Ravand, Hamdollah. Educational Psychology, 38(10), 1255-1277. doi: 10.1080/01443410.2018.1489524
Ravand, H. & Sardari, A., S. (2017). The effect of gender and academic background on cloze and reading comprehension performance using G-Theory. Psychological Test and Assessment Modeling, 57(2).
Ravand, H. (2016). Application of a cognitive diagnostic model to a high-stakes reading comprehension test. Journal of Psychoeducational Assessment. , 34(8), 782-799. doi: 10.1177/0734282915623053
Ravand, H., & Baghaei, P. (2016). Partial Least Squares Structural Equation Modeling with R. Practical Assessment, Research & Evaluation, 21(11). Available online: http://pareonline.net/getvn.asp?v=21&n=11
Ravand, S., Ravand, H., & Abbasi, A. (2016). Investigating the effct of self-, peer, and teacher assessment in second language writing over time: a multifaceted Rasch approach, 8(1), 91-112.
Baghaei, P., & Ravand, H. (2015), A cognitive processing model of reading comprehension in English as a foreign language using a linear logistic test model, Learning and Individual Differences, http://dx.doi.org/10.1016/j.lindif.2015.09.001
Ravand, H. (2015). Assessing Testlet Effect, Impact, Differential Testlet, and Item Functioning Using Cross-Classified Multilevel Measurement Modeling. SAGE Open, 5(2). doi: 10.1177/2158244015585607
Widhiarso, W., Ravand, H. (2014) Estimating Reliability Coefficient for Multidimensional Measures: A Pedagogical Illustration. Review of Psychology 21(2)
Baghaei, P., Ravand, H. (2016) Modeling Local item Dependence in Cloze and Reading Comprehension Test Items Using Testlet Response Theory. Psicologica. 37, 85-104
Ravand, H. (2015) Item Response Theory Using Hierarchical Generalized Linear Models. Practical Assessment, Research & Evaluation, 20(7). Available online: http://pareonline.net/getvn.asp?v=20&n=7
Miri, A., Rohani, G. R., & Ravand, H. (2015). The Effect of Personality Traits and Gender on EFL Learner’s choice of Refusal Strategies. Cumhuriyet Science Journal, 36(3), 1914-1929.
Ravand, H., & Firoozi, T. (2016). Examining construct validity of the master’s UEE using the Rasch model and the six aspects of the Messick's framework. International Journal of Language Testing, 6(1), 1-23.
Barati, H. Ravad, H. & V. Ghasemi (2013). Investigating Relationships among Test Taker’s Characteristics and Response Formats in a Reading Comprehension Test: A Structural Equation Modeling Approach. Iranian Journal of Language Testing3 (2), 38-59.
