Thomas M. Haladyna

5.6k total citations · 1 hit paper
68 papers, 3.8k citations indexed

About

Thomas M. Haladyna is a scholar working on Education, Management Science and Operations Research and Developmental and Educational Psychology. According to data from OpenAlex, Thomas M. Haladyna has authored 68 papers receiving a total of 3.8k indexed citations (citations by other indexed papers that have themselves been cited), including 32 papers in Education, 18 papers in Management Science and Operations Research and 8 papers in Developmental and Educational Psychology. Recurrent topics in Thomas M. Haladyna's work include Psychometric Methodologies and Testing (17 papers), Student Assessment and Feedback (12 papers) and Educational Assessment and Pedagogy (8 papers). Thomas M. Haladyna is often cited by papers focused on Psychometric Methodologies and Testing (17 papers), Student Assessment and Feedback (12 papers) and Educational Assessment and Pedagogy (8 papers). Thomas M. Haladyna collaborates with scholars based in United States. Thomas M. Haladyna's co-authors include Steven M. Downing, Michael C. Rodriguez, Susan Bobbitt Nolen, Nancy S. Haas, Gale H. Roid, Joan Shaughnessy, Kevin D. Crehan, Gene A. Kramer, Gerald Tindal and Britton W. Brewer and has published in prestigious journals such as SHILAP Revista de lepidopterología, American Psychologist and Educational Researcher.

In The Last Decade

Thomas M. Haladyna

67 papers receiving 3.2k citations

Hit Papers

A Review of Multiple-Choice Item-Writing Guidelines for C... 2002 2026 2010 2018 2002 200 400 600
What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

  1. A Review of Multiple-Choice Item-Writing Guidelines for Classroom Assessment
    2002 617 citations Thomas M. Haladyna, Steven M. Downing et al. Applied Measurement in Education profile →

Peers

Thomas M. Haladyna
Michael T. Kane United States
Michael C. Rodriguez United States
Ronald A. Berk United States
Robert L. Ebel United States
Linda Crocker United States
Stephen G. Sireci United States
Lorrie A. Shepard United States
Barbara S. Plake United States
Nancy Falchikov United Kingdom
Piet Van den Bossche Netherlands
Michael T. Kane United States
Thomas M. Haladyna
Citations per year, relative to Thomas M. Haladyna Thomas M. Haladyna (= 1×) peers Michael T. Kane

Countries citing papers authored by Thomas M. Haladyna

Since Specialization
Citations

This map shows the geographic impact of Thomas M. Haladyna's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Thomas M. Haladyna with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Thomas M. Haladyna more than expected).

Fields of papers citing papers by Thomas M. Haladyna

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Thomas M. Haladyna. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Thomas M. Haladyna. The network helps show where Thomas M. Haladyna may publish in the future.

Co-authorship network of co-authors of Thomas M. Haladyna

This figure shows the co-authorship network connecting the top 25 collaborators of Thomas M. Haladyna. A scholar is included among the top collaborators of Thomas M. Haladyna based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Thomas M. Haladyna. Thomas M. Haladyna is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Haladyna, Thomas M.. (2022). Creating multiple-choice items for testing student learning. SHILAP Revista de lepidopterología. 9(Special Issue). 6–18. 4 indexed citations
2.
Haladyna, Thomas M. & Michael C. Rodriguez. (2013). Developing and Validating Test Items. 300 indexed citations
3.
Haladyna, Thomas M. & Mark J. Gierl. (2012). Obstacles for Automatic Item Generation. 241–249. 2 indexed citations
4.
Amrein‐Beardsley, Audrey & Thomas M. Haladyna. (2009). Tinkering With The Traditional To Assess And Promote Quality Instruction: Learning From A New And Unimproved Instructor Evaluation Instrument. Journal of College Teaching & Learning (TLC). 6(4). 3 indexed citations
5.
Haladyna, Thomas M., et al.. (2007). Attracting Beginning Teachers: The Incentives and Organizational Characteristics that Matter.. Planning and changing. 38. 108–127. 5 indexed citations
6.
Haladyna, Thomas M.. (2006). Perils of Standardized Achievement Testing.. Educational Horizons. 85(1). 30–43. 7 indexed citations
7.
Downing, Steven M. & Thomas M. Haladyna. (2004). Validity threats: overcoming interference with proposed interpretations of assessment data. Medical Education. 38(3). 327–333. 207 indexed citations
8.
Haladyna, Thomas M. & Gene A. Kramer. (2004). The Validity of Subscores for a Credentialing Test. Evaluation & the Health Professions. 27(4). 349–368. 34 indexed citations
9.
Haladyna, Thomas M., et al.. (2000). Student Achievement of 3rd-Graders in Comparable Single-Age and Multiage Classrooms. Journal of Research in Childhood Education. 14(2). 205–215. 11 indexed citations
10.
Crehan, Kevin D. & Thomas M. Haladyna. (1994). A Comparison of Three Linear Polytomous Scoring Methods.. 1 indexed citations
11.
Haladyna, Thomas M., et al.. (1993). An Evaluation of "Polyweighting" in Domain-Referenced Testing.. Defense Technical Information Center (DTIC). 3 indexed citations
12.
Haladyna, Thomas M.. (1992). Test Score Pollution: Implications for Limited English Proficient Students.. 9 indexed citations
13.
Haladyna, Thomas M., Susan Bobbitt Nolen, & Nancy S. Haas. (1991). Raising Standardized Achievement Test Scores and the Origins of Test Score Pollution. Educational Researcher. 20(5). 2–2. 18 indexed citations
14.
Crehan, Kevin D. & Thomas M. Haladyna. (1991). The Validity of Two Item-Writing Rules. The Journal of Experimental Education. 59(2). 183–192. 14 indexed citations
15.
Haladyna, Thomas M.. (1991). Generic questioning strategies for linking teaching and testing. Educational Technology Research and Development. 39(1). 73–81. 5 indexed citations
16.
Haladyna, Thomas M.. (1990). Effects of Empirical Option Weighting on Estimating Domain Scores and Making Pass/Fail Decisions. Applied Measurement in Education. 3(3). 231–244. 7 indexed citations
17.
Shaughnessy, Joan & Thomas M. Haladyna. (1985). Research on Student Attitude Toward Social Studies.. Social Education. 49(8). 454–7. 53 indexed citations
18.
Haladyna, Thomas M. & Steven M. Downing. (1985). A Quantitative Review of Research on Multiple-Choice Item Writing.. 5 indexed citations
19.
Haladyna, Thomas M.. (1975). On the psychometric€dumetric dimensions of tests.. American Psychologist. 30(5). 603–604. 3 indexed citations
20.
Haladyna, Thomas M.. (1974). EFFECTS OF DIFFERENT SAMPLES ON ITEM AND TEST CHARACTERISTICS OF CRITERION‐REFERENCED TESTS. Journal of Educational Measurement. 11(2). 93–99. 16 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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