Zhan, P., Jiao, H., Liao D.& Li, F. A longitudinal Higher-order diagnostic classification model. Journal of Educational and Behavioral Statistics, 2019, 44(3),251-281.

叶艳伟, 李菲茗*, 刘倩倩,等. 知识追踪模型融入遗忘和数据量因素对预测精度的影响[J]. 中国远程教育(综合版), 2019, 000(008):20-26.

李菲茗, 叶艳伟, 李晓菲, & 史丹丹. (2019). 知识追踪模型在教育领域的应用:2008—2017年相关研究的综述. 中国远程教育, 2019,No. 534(07), 86-91.

李菲茗, 李晓菲, 黄亚平, & 叶艳伟. (2018). 训练对同伴互评评分准确性的影响——以"三维动画设计与建模"课程为例. 中国远程教育, 2018, No.520(05), 63-67, 78.

Li, F., Cohen, A.S., Bottge, B. & Templin. A latent transition analysis model for assessing change in cognitive skills. Educational and Psychological Measurement, 2016,76(2):181-204.

Yao L. & Li F. A DIF Detection Procedure in Multidimensional Item Response Theory Framework Using MCMC Technique. International Journal of Quantitative Research in Education, 2015; 2(3):285–304.2020

Papa F. & Li F. Evidence of the preferential use of disease prototypes over case exemplars among early year one medical students prior to and following diagnostic training. Diagnosis, 2015, 2(4):217-225

Li F., Kalinowski KE, Song H, Bates B. Relationships between the Comprehensive Osteopathic Medical Achievement Test (COMAT) subject examinations and the COMLEX-USA Level 2-Cognitive Evaluation. Journal of American Osteopathic Association, 2014，144（9），714-721.

Li F., Gimpel J., Arenson E., Song H., Bates B. & Ludwin F. Relationship between COMLEX-USA scores and performance on the American Osteopathic Board of Emergency Medicine Part I Certifying Examination. Journal of American Osteopathic Association，2014 114(4):260-266.

Levy D., Dvokin R., Schwartz A., Zimmerman S. & Li F. (2014). Correlation of the Emergency Medicine Resident In-Service Examination with the American Osteopathic Board of Emergency Medicine Part I. Western Journal of Emergency Medicine, 15 (1), 45-50.