Betts, J., Williams, N., Lin, C., Kao, S-c., Kim, H.J., & Muntean, W. (2026). Bringing the NCLEX into the new generation: Results from the first year of measuring clinical judgment. Journal of Nursing Regulation, 16(4), 284-288. DOI: https://doi.org/10.1016/j.jnr.2025.11.005 

Betts, J., & Muntean, W. (2025). Evaluating deep learning and transformer models on SME and GenAI items. Proceedings of the Artificial Intelligence in Measurement and Education Conference (AIME-Con): Volume 2, 141-146.

Muntean, W., & Betts, J. (2025). Addressing few-shot LLM classification instability through explanation-augmented distillation. Proceedings of the Artificial Intelligence in Measurement and Education Conference (AIME-Con): Volume 2, 197-203.

Muntean, W., Betts, J., & Jia, H. (2025). Comparing data-driven methods for removing options in assessment items. Journal of Educational Measurement, 62(4), 588-607. doi: 10.1111/jedm.70003

Betts, J., & Muntean, W. (2024). Integrating clinical judgment in entry-level nursing: A confirmatory factor analytic study. Journal of Nursing Measurement. Accepted for publication. doi: 10.1891/JNM-2023-0106. 

Betts, J., & Muntean, W. (2024). Data visualizations for polytomous items. Journal of Testing Technology, 24(Special Issue): Retrieved from https://jattjournal.net/index.php/atp/article/view/173202

Kang, H., Arbet, G., Betts, J., & Muntean, W. (2024). Location matching adaptive testing for polytomous technology-enhanced items. Applied Psychological Measurement, 48(1-2): 57-76.

Betts, J., Muntean, W., & Dickison, P. (2024). Evaluating the importance of clinical judgment skills in entry-level nursing. Journal Nursing Education, 63(3): 156-162.

Betts, J. (2022). Measuring Student Engagement: New approaches & issues. In A. Reschly & S. Christenson (Eds.), The handbook of research on student engagement (2nd ed), pp. 647-658. Springer.

Kang, H., Han, S., Betts, J., & Muntean, W. (2022). Computerized adaptive testing for testlet-based innovative items. British Journal of Mathematical and Statistical Psychology, 75(1), 136-157. https://doi.org/10.1111/bmsp.12252

Betts, J., Muntean, W., Kim, D., & Kao, S. (2022). Evaluating different methods for multiple response items providing partial credit. Educational and Psychological Measurement, 82(1), 151-176. DOI: 10.1177/0013164421994636

Betts, J., Muntean, W., Kim, D., and Kao, S-c. (2022). Next Generation NCLEX: Test Design. NCSBN Next Generation Newsletter, Winter 2022. National Council of State Boards of Nursing: Chicago, IL.

Betts, J. (2022). Item authoring. In International Test Commission & Association of Test Publishers (Eds), Guidelines for Technology Based Assessments. International Test Commission and Association of Test Publishers.

Albrecht, P., Houk, G., Ruggiero, E., Dockum, M., Czerwinski, M., Betts, J., Wymer, J., Argoff, C., & Rice, F. (2021). Keratinocyte biomarkers distinguish painful diabetic peripheral neuropathy patients and correlate with topical lidocaine responsiveness. Frontiers in Pain Research. https://doi.org/10.3389/fpain.2021.790524

Betts, J., Muntean, W., Kim, D., Jorion, N., & Dickison, P. (2019). Building a method for writing clinical judgment items for entry-level nursing exams. The Journal of Applied Testing Technology, 20(S2), 21-36. Retrieved from https://jattjournal.net/index.php/atp/article/view/143674

Witmer, S., Duke, N., Billman, A., & Betts, J. (2014). Using assessment to improve early elementary students’ knowledge and skills for comprehending informational text. Journal of Applied School Psychology, 30, 223–253.

Reschly, A., Betts, J., & Appleton, J. (2014). An examination of the validity of two measures of student engagement. International Journal of School & Educational Psychology, 2, 106-114.

Betts, J. (2012). Issues and methods in the measurement of student engagement: Advancing the construct through statistical modeling. In S. Christenson, A. Reschly, & C. Wylie (Eds.), The handbook of research on student engagement (pp. 783-803).

Betts, J., Pickart, M., & Heistad, D. (2011). Investigating early literacy and numeracy: Exploring the utility of the bifactor model. School Psychology Quarterly, 26, 97-107.

Betts, J. (2010). Expanding school psychology’s horizons for understanding and conducting research: Commentary on the special series on statistical analysis. Journal of School Psychology, 48, 1-4.

Betts, J., Appleton, J., Reschly, A, Christenson, S., & Huebner, S. (2010). A study of the factorial invariance of the Student Engagement Instrument (SEI): Results from middle and high school students. School Psychology Quarterly, 25, 84-93.

Reschly, A., Busch, T., Betts, J., Deno, S., & Long, J. (2009). Curriculum-based measurement of oral reading as an indicator of reading achievement: A meta-analysis of the correlational evidence. Journal of School Psychology, 47, 427-469.

Muyskens, P., Betts, J., Lau, M. Y., & Marston, D. (2009). Predictive validity of curriculum-based measures in the reading assessment of students who are English language learners. The California School Psychologist, 14, 11-21.

Betts, J., Bolt, S., Decker, D., Muyskens, P., & Marston, D. (2009). Examining the role of time and language type in reading development for English language learners. Journal of School Psychology, 47, 143-166.

Betts, J., Pickart, M., & Heistad, D. (2009). Construct and predictive validity evidence for curriculum-based measures of early literacy and numeracy skills in kindergarten. Journal of Psychoeducational Assessment, 27, 83-95.

Betts, J., Pickart, M., & Heistad, D. (2009). An investigation of the psychometric evidence of CBM-R passage equivalence: Utility of readability statistics and equating for alternate forms. Journal of School Psychology, 47, 1-17.

Betts, J., Reschy, A., Pickart, M., Heistad, D, Sheran, C., & Marston, D. (2008). An examination of predictive bias for second grade reading outcomes from measures of early literacy skills in kindergarten with respect to English-language learners and ethnic subgroups. School Psychology Quarterly, 23, 553-570.

McBride, J., & Betts, J. (2007). Eleven Years of Assessing K-12 Achievement: Some Longitudinal Research Using STAR Reading, STAR Math, and STAR Early Literacy. Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing. https://iacat.org/2007-iacat-conference-gmac-minneapolis/

Missall, K., Reschly, A., Betts, J., McConnell, S., Heistad, D., Pickart, M., Sheran, C., & Marston, D. (2007). Examination of the predictive validity of preschool early literacy skills. School Psychology Review, 36, 433-452.

Betts, J., Marston, D., & Muyskens, P. (2006). Tracking the progress of students whose first language is not English towards English proficiency: Using CBM with English Language Learners. MinneTESOL/WITESOL, 23, 15-37.

Betts, J. (2005). A longitudinal analysis of special education student math scores: Exploratory analysis. SASP News, 6(1), 9-14.

Ysseldyke, J., Tardrew, S., Betts, J., Thill, T., & Hannigan, E. (2004). Use of an instructional management system to enhance math instruction of gifted and talented students. Journal for the Education of the Gifted, 27, 293-310.

Ysseldyke, J., Betts, J., Thill, E., & Hannigan, E.  (2004). Use of an instructional management system to improve mathematics skills for students in Title I programs. Preventing School Failure 48(4), 10-14.