Her work focuses on two strands: (1) assessment of students learning at both large-scale and classroom level and (2) the study of teachers’ assessment practices. Her publications reflect such strands: (1) developing and evaluating different strategies to assess students’ learning such as concept maps and students’ science notebooks and (2) studying teachers’ informal and formal formative assessment practices such as the use of assessment conversations and embedded assessments. Her recent work focuses on the development and evaluation of assessments that are instructionally sensitive and instruments to measure teachers’ formative assessment practices She also co-edited a special issue on assessment for the Journal of Research in Science Teaching.