Maria Araceli Ruiz‐Primo

Author

Also Known As

Maria A. Ruiz-Primo, Maria A. Ruiz‐Primo, Maria Araceli Ruiz-Primo, Maria Araceli Ruiz‐Primo, Maria Araceli ruiz-Primo, Maria Ruiz-Primo, María Araceli Ruiz-Primo

113

Publications

5.5K

Citations

H-Index

102

Concepts

All Affiliations

Stanford University University of Colorado Denver University of Illinois Chicago University of Washington Sonoma State University

About

Maria Araceli Ruiz‐Primo is an author at Stanford University specializing in education, educational assessment, and learning sciences.

Top Concepts

#	Concept	H-Index	Publications	Citations
1	Education	26	37	4.6K
2	Engineering	5	5	519
3	Language Studies	5	5	735
4	Management	2	2	70
5	Business	1	1	17

Maria Araceli Ruiz‐Primo

Publications

4.9K

Citations

H-Index

Page 1

	Year	Citations
Problems and issues in the use of concept maps in science assessment Maria Araceli Ruiz‐Primo, Richard J. Shavelson Journal of Research in Science Teaching Concept FormationScience EducationEducational PsychologyEducationConcept Mapping	1996	706
Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry Maria Araceli Ruiz‐Primo, Erin Marie Furtak Journal of Research in Science Teaching Inquiry-based LearningScience EducationEsru ModelScience TeachingEducation	2006	419
Comparison of two concept-mapping techniques: Implications for scoring, interpretation, and use Yue Yin, Jim Vanides, Maria Araceli Ruiz‐Primo, Journal of Research in Science Teaching Concept FormationConcept-mapping TechniquesConcept MappingEducationCognition	2005	298
Comparison of the reliability and validity of scores from two concept-mapping techniques Maria Araceli Ruiz‐Primo, Susan Schultz, Min Li, Journal of Research in Science Teaching Concept FormationConcept-mapping TechniquesEducational PsychologyKnowledge ConstructionEducation	2001	286
On the Impact of Curriculum-Embedded Formative Assessment on Learning: A Collaboration between Curriculum and Assessment Developers Richard J. Shavelson, Donald B. Young, Carlos Ayala, Applied Measurement in Education Science TeachingEducationAdapted CurriculumElementary EducationTeacher Education	2008	244
On the evaluation of systemic science education reform: Searching for instructional sensitivity Maria Araceli Ruiz‐Primo, Richard J. Shavelson, Laura S. Hamilton Journal of Research in Science Teaching Science EducationEducationMultilevel ApproachStudent OutcomeInstructional Models	2002	243
Impact of Undergraduate Science Course Innovations on Learning Maria Araceli Ruiz‐Primo, Derek C. Briggs, Heidi L. Iverson, Science Science EducationEngineeringScience TeachingInadequate ReportingEducation	2011	243
Informal formative assessment: The role of instructional dialogues in assessing students’ learning Maria Araceli Ruiz‐Primo Studies In Educational Evaluation Instructional DialoguesInformal Formative AssessmentInstructional CommunicationStudents ’Student Assessment	2011	222
Developing an instrument to assess student readiness for online learning: a validation study Barbara J. Dray, Patrick R. Lowenthal, Melissa J. Miszkiewicz, Distance Education E-learningEducationOnline LearningOnline Learning CommunityAdult Learning	2011	204
Informal Formative Assessment and Scientific Inquiry: Exploring Teachers' Practices and Student Learning Maria Araceli Ruiz‐Primo, Erin Marie Furtak Educational Assessment Stem EducationInquiry-based LearningTeacher EducationScience EducationTeaching	2006	181

Page 1