Xiufeng Liu

Professor
Director, Center for Educational Innovation

Learning and Instruction

 518 Baldy Hall
 (716) 645-4050
  (716) 645-3161
 xliu5@buffalo.edu
  http://gse.buffalo.edu/about/directory/faculty/2037


Science assessment, applications of Rasch measurement, opportunity-to-learn, civic scientific literacy, student engagement in university classrooms
Science assessment, science instruction, science and the public, pedagogy of university teaching

Jump to Publications

Education History

  • Ph.D., Science Education, University of British Columbia, 1993
  • M.Ed., Chemical Education, East China Normal University, 1986
  • Diploma, Secondary School Chemistry Teaching, Wuhan Teachers College at Xiaogan (Currently Hubei Engineering College), China, 1981

Recently Funded External Research Grants

National Institute of Health, Aug. 12, 2015 – March 31, 2019, $1,818,925. co-PI. Project: Mentored Career Development Award Linked to UL1TR001412 (Clinical and Translational Science Award) (PI: Margarita Dubocovich) [ more information from the project website]

National Institute of Health, March 28 2012 – Feb. 28, 2017, $2,095,000, co-PI. Project: Enabling Access to Cutting-Edge Biomedical and Behavioral Science (PI: Margarita Dubocovich)

The National Science Foundation, Sept 1, 2011–Aug. 31, 2016, $9,800,000, co-PI. Project: University at Buffalo/Buffalo Public Schools Interdisciplinary Science and Engineering Partnership (PI: Joseph A. Gardella) [ more information from the project website]

The National Science Foundation, Sept 1, 2009–Aug. 31, 2013, $496,000, PI. Project: Connected Chemistry as Formative Assessment [ more information from the project website]

The National Science Foundation, Jan. 1, 2009–Dec. 31, 2010, $149,981, co-PI. Project: CCLI: First Course in Nanoelectronics for Engineers (PI: Gottfried Strasser)

New York State Department of Education, May 1–Oct. 31, 2008, $100,984, PI. Project: Excelsior Scholars Program for Grade Seven Mathematics and Science Students: Investigating Mysteries in Science (IMS)

The John Oishei Foundation, Nov. 2006–Oct. 2008, $480,000, co-PI. Project: Interdisciplinary Science Research-Based Curricular Innovations for Middle and High School Science and Teacher Professional Development (PI: Joseph A. Gardella)

The National Science Foundation, March 2006–Feb. 2008, $179,000, co-PI. Project: Interdisciplinary Nanoelectronics Laboratory for the Engineering/Science Undergraduate Curriculum (PI: Vladimir Mitin)

The Social Sciences and Humanities Research Council of Canada (SSHRCC), 2002–2006, Cdn$58,000, PI. Project: Central Structures of Students' Conceptions in Science and Implications for Science Curriculum and Instruction



Total Refereed Publications:
Special Issue Editor/co-Editor: 2
Authored/co-Authored and Edited/co-Edited Books: 10
Journal Articles: 56
Book chapters: 27
Book translations: 3

Recent Publications

Park, M., & Liu, X. (in press). Assessing understanding of the energy concept in different science disciplines. Science Education. DOI: 10.1002/sce.21211

Waight, N., Liu, X., & Gregorius, R. (in press). Understanding the life cycle of computer- based models: the role of expert contributions in design, development and implementation, Educational Technology: Research and Development, DOI: 10.1007/s11423-015-9402-9

Ding, L., Wei, X., and Liu, X. (in press). Variations in university students' scientific reasoning skills across majors, years, and types of institutions. Research in Science Education. DOI: 10.1007/s11165-015-9473-y

Liu, K., & Liu, X. (2016). Opportunities to learn at home and Chinese-American high school students’ mathematics achievement. In Li G. & M. Wen (eds.), Chinese heritage students in north American schools: Understanding hearts and minds beyond test scores (Chapter 8, pp. 120-134). New York: Routledge. [Book]

Liang, L., Liu, X., & Fulmer, G. (2016) (eds.). Science education in China: Policy, practice, and research. New York: Springer. [Book]

Hadenfeldt, J. C., & Neumann, K., Bernholt, S., Liu, X., & Parchmann, I. (2016). Students’ progression in understanding the matter concept. Journal of Research in Science Teaching, 53(5), 683–708. [Abstract]

Peng, H., Liu, X., Zheng, & Jia, M. (2016). Using Rasch measurement to validate an instrument for measuring the quality of classroom teaching in secondary chemistry lessons. Chemistry Education Research and Practice, 17, 381-393. [Article]

Chi, S., Liu, X., & Gardella, J. A. (2016). Measuring university students’ perceived self- efficacy in science communication in middle and high schools. Universal Journal of Educational Research, 4(5), 1089-1102. [Article]

Huffman, K., Perin, D., & Liu, X. (2015). Integrating reading skills in an introductory science classroom, Journal of College Science Teaching, 44(5), 10-15.

Grant, B., Liu, X., & Gardella, J. A. (2015). Supporting the development of science
communication skills in STEM university students: Understanding their learning experiences as they work in middle and high school classrooms. International Journal of Science Education: Part B, 5(2), 139–160. [Article]

Liu, X. (2014). Paradigm contrast: A personal reflection of approaches to preservice
science teacher education in China and North America. In W. Ma (ed.), East meets west in teacher preparation: Crossing Chinese and American borders (Chapter 10, pp.127-142). New York: Teachers College Press. [Book]

Liu, X., & Park, M. (2014). Contextual dimensions of the energy concept and implications
for energy teaching and learning. In Chen, R. F., Eisenkraft, A., Fortus, D., Krajcik, J., Neumann, K., Nordine, J. C. & Scheff, A. (eds.). Teaching and learning of energy in K-12 education (Chapter 10, pp. 175-186). New York: Springer. [Book]

Liu, X. (2014). Expanding notions of scientific literacy: A re-conceptualization of aims of science education in the knowledge society. In N. Mansour and R. Wegerif (eds.), Science education for diversity in knowledge society (pp. 23-39). Springer. [Book]

Fulmer, G., Liang, L., & Liu, X. (2014). Applying a force and motion learning progression over an extended time span using the Force Concept Inventory. International Journal of Science Education, 36(17), 2918-2936. [Abstract]

Hadenfeldt, J. C., Liu, X., & Neumann, K. (2014). Framing students’ progression in understanding matter: A review of previous research. Studies in Science Education, 50(2), 181-208. [Abstract]

Chowdhary, B., Liu, X., Yerrick, R., Smith, E., & Grant, B. (2014). Examining science teachers’ development of interdisciplinary science inquiry pedagogical knowledge and practices. Journal of Science Teacher Education, 25(8), 865-884. [Abstract]

Wei, S., Liu, X., & Jia, Y. (2014). Using Rasch measurement to validate the measurement instrument: Students’ Understanding of Models in Science, International Journal of Mathematics and Science Education. 12(5), 1067-1082. [Abstract]

Liu, X., & Zhang, B. (2014) (eds.). Special Issue (SI): International Conference on Science
Education (ICSE), Nanjing, China, Oct. 2012. Journal of Science Education and Technology, 23(2), 207-210. [Article]

Zhang, B., Fulmer, G., Liu, X., Hu, W., Peng, S., & Wei, B., (2014) (eds.). Proceedings of the 2012 International Conference on Science Education, Nanjing, P. R. China. New York: Springer. [Book]

Waight, N., Liu, X., Gregorius, R. M., Smith, E., & Park, M. (2014). Teacher conceptions and approaches associated with an immersive instructional implementation of computer-based models and assessment in secondary chemistry classrooms.International Journal of Science Education, 36(3), 467-505. [Article]

Hadenfeldt, J. C., Bernholt, S., Liu, X., Neumann, K., & Parchmann, I. (2013). Using ordered multiple-choice Items to assess students’ understanding of the structure and composition of matter. Journal of Chemical Education, 90(12), 1602–1608. [Article]

Liu, X. (2013). Difficulties of items related to energy and matter: Implications for learning
progression in high school chemistry. Educación Química, 14, 1-7. [Article]

Liu, X. (2013). Baselines for the Pan-Canadian science curriculum framework.Journal of Applied Measurement, 14(3), 249-261. [Article]

Liu, X. (2012). Using Learning Progression to Organize Learning Outcomes: Implications for Assessment. In S. Bernholt, K. Neumann, & P. Nentwig (Eds.), Making It Tangible - Learning Outcomes in Science Education (pp. 309–325). Münster: Waxmann.

Ding, L., & Liu, X. (2012). Getting started with quantitative methods in physics education research. Reviews in PER Vol. 2. [Article]

Zheng, Y., Liu, X. (2012). Internet vs. matter: Differences in students’ concept development from elementary through high School. International Journal of Cyber Behavior, Psychology and Learning. 2(4), 60-72. [Article]

Liu, X., Liang, L., & Liu, E. (2012). Editorial: Science education research in China: Challenges and promises. International Journal of Science Education, 34(13), 1961-1970. [Article]

Wang, S., Liu, X., & Zhao, Y. (2012). Opportunities to learn in school and at home: How can they predict students’ understanding of basic science concepts and principles. International Journal of Science Education, 34(13), 2061-2088. [Article]

Liu, X., Waight, N., Roberto Gregorius, G., Smith, E., & Park, M. (2012). Developing computer model-based assessment of chemical reasoning: A feasibility study. Journal of Computers in Mathematics and Science Teaching, 31(3), 259-281. [Article]

Wei, S., Liu, X., Wang, Z., & Wang, X. (2012). Using Rasch Measurement To Develop a Computer Modeling-Based Instrument To Assess Students’ Conceptual Understanding of Matter. Journal of Chemical Education. [Article]

Liu, X. (2011). Developing measurement instruments for science education research: Past, present, and future. In B. Fraser, K. Tobin, and C. McRobbie (eds.), Second International handbook of research in science education. New York: Springer. [more information from Springer]

Liu, X., & Whitford, M. (2011). Opportunities-to learn at home: Profiles of students with and without reaching science proficiency. Journal of Science Education and Technology, 20 (4), 375-383.[Article]

Liu, X. (2010). Using and developing measurement instruments in science education: A Rasch Modeling approach . Charlotte, NC: Information Age Publishing. [ more information from IAP]

Mitin, V., Liu, X., Bell, M., & Fulmer, G. (2009). Developing a test for assessing
undergraduate engineering students’ knowledge and understanding of nanoelectronics concepts. Journal of Materials Education, 31 (3-4), 175-200. [Article]

Liu, X. (2009). Beyond science literacy: Science and the public. International Journal of Environmental & Science Education. 4(3), 301-311. [Article]

Liu, X., Zhang, B., Ling, L., Fulmer, G.. Kim, B., & Yuan, H. (2009). Alignment between the physics content standard and standardized test: A Comparison among US-NY, Singapore, and China-Jiangsu. Science Education, 93(5), 777-797. [abstract]

Liu, X. (2009). Linking competence to opportunities to learn: Models of competence and data mining. New York: Springer. [more information from Springer]

Liu, X. (2009). Essentials of science classroom assessment. Thousand Oaks, CA: Sage Publications. [more information from Sage Publications]

Liu, X. (2008). Standardized measurement instruments in science education. In M-W Roth and K. Tobin (eds.), The world of science education: Handbook of Research in North America (pp. 649-677). Rotterdam, the Netherlands: SensePublishers. [more information from SensePublishers]

Liu, X., & Fulmer, G. (2008). Alignment between the science curriculum and assessment in selected NY state regents exams. Journal of Science Education and Technology, 4(17), 373-383. [abstract]

Liu, X., & Li, G. (2008). Diversity and equity for Asians in North America: Unpacking the model minority myth. In M-W Roth and K. Tobin (eds.), The world of science education: Handbook of Research in North America (pp. 369-388). Rotterdam, the Netherlands: SensePublishers. [more information from SensePublishers]

Liu, X., & Ruiz, M. (2008). Using data mining to predict K-12 students' performance on large-scale assessment items related to energy. Journal of Research in Science Teaching, 45(5), 554-573. [abstract]

Liu, X., Zawick, J., & Arnold, J. (2008). Using data to reform science instruction. In J. Gess-Newsome, J. Luft, and R. Bell (eds.), Reforming secondary science instruction (pp. 77-89). Arlington, VA: NSTA Press. [more information from NSTA Press]

Clements, D. H., Sarama, J., & Liu, X. (2008). Development of a measure of early mathematics achievement using the Rasch model: The Research-based Early Maths Assessment. Educational Psychology, 28(4), 457-482. [abstract]

Sha, Li, & Liu, X. (2008). Non-linear dynamic modeling of microdevelopmental processes of students' conceptual change in science. In Jonathon E. Larson (Ed.), Educational psychology: Cognition and learning, individual differences and motivation, Hauppauge, NY: Nova Science Publishers, Inc. [more information from Nova Science Publishers, Inc]

Tan, D., Taber, K., Liu, X., Richard K. Coll, Lorenzo, M., & Li, J. (2008). Students' conceptions on ionisation energy: A cross-cultural study. International Journal of Science Education, 30(2), 1-21. [abstract]

Liu, X. (2007) (Ed.). Great ideas in science education: case studies of noted living science educators. Rotterdam, The Netherlands: SensePublishers. [more information from SensePublishers]

Liu, X. (2007). Growth in students' understanding of matter during an academic year and from elementary through high school. Journal of Chemical Education, 84(11), 1853-1856. [abstract]

Zhang, B., Liu, X., & Krajcik, J. (2006). Expert models and modeling processes associated with a computer modeling tool. Science Education, 90(4), 579-604. [abstract]

Liu, X. (2006). Effect of combined hands-on laboratory and computer modeling on student learning of gas laws: A quasi-experimental study. Journal of Science and Education and Technology, 15(1), 89-100. [abstract]

Liu, X. (2006). Student competence in understanding the matter concept and its implications for science curriculum standards. School Science and Mathematics, 106(5), 220-227. [abstract]

Liu, X. (2006). Mapping out students' matter concept development from elementary to high school. In Liu X. and W. Boone (Eds.). Application of Rasch measurement in science education. JAM Press. [more information from JAM Press]

Liu, X., & Boone, W. (2006, Eds.). Application of Rasch measurement in science education. Maple Grove, MN: JAM Press. [more information from JAM Press]

Liu, X., & Lesniak, K. (2006). Progression in children's understanding of the matter concept from elementary to high school. Journal of Research in Science Teaching, 43(3), 320-347. [abstract]

Recent Presentations

Chudyk, S. A., Liu, X., Eades-Baird, M., Waight, N., & Yang, Y. (April, 2016). The implementation of interdisciplinary science inquiry of biology teachers compared to physical science teachers. Paper presented at the annual meeting of the NARST-A Worldwide Organization for Improving Science Teaching and Learning through Research, Baltimore, MD.

Eades-Baird, M., & Liu, X. (April, 2016). Urban science teachers’ implementation of common core state standards for ELA within the context of interdisciplinary science inquiry. Paper presented at the annual meeting of the NARST-A Worldwide Organization for Improving Science Teaching and Learning through Research, Baltimore, MD.

Yang, Y., Liu, X., & Eades-Baird, M. (April, 2016). Effects of an ISEP professional development on teachers’ PCK and students’ understanding of science. Paper presented at the annual meeting of the NARST-A Worldwide Organization for Improving Science Teaching and Learning through Research, Baltimore, MD.

Yang, Y., Peng, H., Liu, X., & Eades-Baird, M. (April, 2016). Validation of an instrument for measuring students’ understanding of science in grades 4-8 over multiple semesters: A Rasch measurement study. Paper presented at the annual meeting of the NARST-A Worldwide Organization for Improving Science Teaching and Learning through Research, Baltimore, MD.

Park, M., Liu, X., & Johhnson, J. (April, 2015). Toward understanding the relationship between the learning progression of energy and scientific disciplines. Paper presented at the annual meeting of the NARST-A Worldwide Organization for Improving Science Teaching and Learning through Research, Chicago, IL.

He, P., Zheng, C., & Liu, X. (April, 2015). Development of a coding system and instruments for assessing the quality of instructional behaviors. Paper presented at the annual meeting of the NARST-A Worldwide Organization for Improving Science Teaching and Learning through Research, Chicago, IL.

He, P., Zheng, C., & Liu, X. (April, 2015). Using Rasch measurement to validate the
instrument for evaluating secondary chemistry classroom teaching and learning. Paper presented at the annual meeting of the NARST-A Worldwide Organization for Improving Science Teaching and Learning through Research, Chicago, IL.

Smith, E., & Liu, X. (April, 2015). Interdisciplinary science inquiry within a school- university partnership: Understanding in-service science teacher’s interpretation and implementation of interdisciplinary science inquiry as part of their practice. Paper presented at the annual meeting of the NARST-A Worldwide Organization for Improving Science Teaching and Learning through Research, Chicago, IL.

Eades-Baird, Liu, X., & Chowdhary, B. (April, 2015). Urban Science Teachers’ Beliefs, Perceptions and Implementation of CCSS for ELA/Literacy within Interdisciplinary Science Inquiry. Paper presented at the annual meeting of the NARST-A Worldwide Organization for Improving Science Teaching and Learning through Research, Chicago, IL.

Smith, E., & Liu, X. (April, 2015). The Impact of Science Teachers’ Orientations on their Understanding and Implementation of Interdisciplinary Science Inquiry). Paper presented at the annual meeting of the NARST-A Worldwide Organization for Improving Science Teaching and Learning through Research, Chicago, IL.

Waight, N., Liu, X., & Whitford, M. (April, 2014). Mapping students’ understanding of big
ideas of high school chemistry concepts in the context of computer modeling-based teaching and learning. Paper presented at the annual meeting of the NARST – A Worldwide Association for Promoting Science Teaching and Learning through Research, Pittsburgh, PA.

Borda, E. J., Park, M., & Liu, X. (April, 2014). Improving upon the Chemical Concepts
Inventory: Towards a state-of-the-art summative assessment instrument in chemistry. Paper presented at the annual meeting of the NARST – A Worldwide Association for Promoting Science Teaching and Learning through Research, Pittsburgh, PA.

Smith, E., & Liu, X. (April, 2014). The development of in-service science teachers’
pedagogical content knowledge related to interdisciplinary science inquiry. Paper presented at the annual meeting of the NARST – A Worldwide Association for Promoting Science Teaching and Learning through Research, Pittsburgh, PA.

Liu, X., & Fu, L. (April, 2014). Measuring university students’ science communication self-
efficacy in middle and high school. Paper presented at the annual meeting of the NARST – A Worldwide Association for Promoting Science Teaching and Learning through Research, Pittsburgh, PA.

Wei, S., & Liu, X. (April, 2013). Using Rasch measurement to validate the instrument of Students’ Understanding of Models in Science (SUMS). Paper presented at the annual meeting of the NARST – A Worldwide Association for Promoting Science Teaching and Learning through Research, Río Grande, Puerto Rico.

Liu, X. (April, 2013). Promoting interdisciplinary science teaching and learning in schools. Paper presented at the annual meeting of the NARST – A Worldwide Association for Promoting Science Teaching and Learning through Research, Río Grande, Puerto Rico.

Liu, X., Waight, N., & Smith, E. (April, 2013). Developing computer model-based formative assessment for high school chemistry. Paper presented at the annual meeting of the NARST – A Worldwide Association for Promoting Science Teaching and Learning through Research, Río Grande, Puerto Rico.

Waight, N., Liu, X., Gregorius, G., Park, M. (April, 2013). Computer-based models in chemistry classrooms: Visual literacy to decode and translate model representations. Paper presented at the annual meeting of the NARST – A Worldwide Association for Promoting Science Teaching and Learning through Research, Río Grande, Puerto Rico.

Liu, X., Waight, N., Gregorius, G., Smith, E., & Park, M. (April, 2012). Developing computer model-based assessment of learning progression. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC, Canada.

Liu, X., & Park, M. (March, 2012). Progression of student understanding of the energy concept. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Indianapolis, IN.

Liu, X., Waight, N., Gregorius, G., Smith, E. (March, 2012). Developing computer model- based formative assessment for high school chemistry. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Indianapolis, IN.

Liang, L., Liu, X., & Park, M. (March, 2012). Chemistry concept inventory: Is it appropriate for summative assessment? Paper presented at the annual meeting of the National Association for Research in Science Teaching, Indianapolis, IN.

Liu, X., Waight, N., Gregorius, G., Smith, E., & Park, M. (April, 2011). Developing computer model-based assessment of learning progression. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Orlando, FL.

Liu, X., & Whitford, M. (March, 2010). Opportunities-to-learn at home: Profiles of students who
have reached and failed to reach science proficiency. Paper presented at the annual meeting of the National Association for Research in Science Teaching, March 21 – 25, 2010, Philadelphia, PA.

Wei, S., & Liu, X. (March, 2010). Using Rasch modeling to develop a computer modeling-
based measurement instrument on students’ conceptual understanding of matter. Paper presented at the annual meeting of the National Association for Research in Science Teaching, March 21 – 25, 2010, Philadelphia, PA.

Liu, X., Zhang, B-H, Liang, L., Fulmer, G., & Kim, B. (2008, April). Alignment between the physics content standard and standardized test: A Comparison among US-NY, Singapore, and China-Jiangsu. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Baltimore, MD.

Sabah, S., & Liu, X. (2008, April). Developing a two-tiered instrument with confidence levels for assessing students' conceptions of direct current circuits. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Baltimore, MD.

Liu, X., & Koepsell, D. (2007, Oct.). Developing an online master's program in science and the public. Paper presented at the 11th World Congress of the Center for Inquiry. Beijing, P. R. China.

Liu, X. (2007, April). Alignment between science curriculum and assessment: A comparison between the United States and selected Asian countries. Chair and participant at the annual meeting of the American Educational Research Association, Chicago.

Liu, X. (2007, April). Trends in science education research: Case studies of noted living science educators. Chair at the annual meeting of the American educational Research Association, Chicago.

Liu, X., Fulmer, G.W., Sabah, S., Vosburgh, E.D., & Alnakeeb, Z. (2007, April). Trends in science education research: Case studies of noted living science educators. Participants at the annual meeting of the American Educational Research Association, Chicago.

Liu, X., & Yerrick, R.K. (2007, April). Trends in science education research: Case studies of noted living science educators. Discussants at the annual meeting of the American Educational Research Association, Chicago.

The Annual Meeting of the American Educational Research Association, Chicago, IL, April, 2007. Sarama, Clements and Liu: Development of a Measure of Early Mathematics Achievement Using the Rasch Model.

Clements, Sarama and Liu: The Biennial Meeting of the Society for Research in Child Development, Boston, MA, March, 2007. Development of a Measure of Early Mathematics Developmental Progressions Using the Rasch Model.

Lee, Y., & Liu, X. (Nov./Dec., 2006). Issues related to integrating computer simulations into the physics classroom. Paper presented at the 14th International Conference on Computers in Education (ICCE2006), Beijing, P. R. China.

Liu, X. (2006). Mapping out students' conceptions of understanding the matter concept. Paper presented at the annual meeting of the National Association for Research in Science Teaching. San Francisco, CA.

Liu, X. (2006). Sequences of the matter concept developing in national science curriculums: International perspectives. Paper presented at the annual meeting of the American Educational Research Association. San Francisco, CA.