| |
|
|
|
||||||
|
||||||||
|
|
|
ROBERT J. MISLEVY Professor Mislevy joined EDMS in January, 2001, after 16 years at Educational Testing Service. His most recent position at ETS was Distinguished Research Scientist in the Division of Statistics and Psychometrics Research. He earned his Ph.D. in Methodology of Behavioral Research at the University of Chicago in 1981. Dr. Mislevy's research interests center on applying recent developments in statistical methodology and cognitive research to practical problems in educational and psychological measurement. His work has included a multiple-imputation approach for integrating sampling and test-theoretic models in the National Assessment of Educational Progress (NAEP), a Bayesian inference network for updating the student model in an intelligent tutoring system, and a demonstration of a framework for monitoring and improving portfolio assessment evaluation (in the context of the Advanced Placement Studio Art Portfolio assessment). His current projects include the NSF-supported PADI project, which is developing an assessment design system with a focus on science inquiry, and work with the Cisco Learning Institute and Educational Testing Service on simulation-based assessments of design and troubleshooting with computer networks.He was a research associate at the National Opinion Research Center at the University of Chicago prior to joining ETS. Before that he served as research analyst for International Educational Services and for the Institute for Educational Research. In 1988, the American Educational Research Association presented Dr. Mislevy with the Raymond B. Cattell Early Career Award for Programmatic Research. In that same year, the National Council of Measurement in Education presented him (along with A. E. Beaton, E. G. Johnson, and K. M. Sheehan) with their Triennial Award for Technical Contributions to Educational Measurement for "plausible values" methods in the National Assessment of Educational Progress. In 1990, he was awarded (with R. D. Bock) the Triennial Award for Application of Educational Measurement Technology, for contributions to the design and analysis of educational assessment. In 1992, he was elected president of the Psychometric Society and nominated as a Fellow of the American Psychological Association. In 1993, he was awarded the ETS Senior Research Scientist Award. In 2000, he was again awarded the NCME Triennial Award (with L. S. Steinberg and R.G. Almond), for technical contributions to educational measurement for his work on "evidence-centered" assessment design. He has served as a member on two committees of the National Academy of Sciences concerning assessment instruction, and cognitive psychology, and was a primary author of final report of the National Assessment Governing Board's Design Feasibility Team. In 2003, he was presented the National Council of Measurement's Award for Career Contributions to Educational Measurement.Selected publications include: On the structure of educational assessments. (with L. Steinberg & R. Almond). Measurement: Interdisciplinary Research and Perspectives, 1, 3-67. Bayes nets in educational assessment: Where do the numbers come from? (with R. Almond, D. Yan, & L. Steinberg). In K. B. Laskey & H. Prade (Eds), Proceedings of the Fifteenth Conference on Uncertainty in Artificial Intelligence (437-446). San Francisco: Morgan Kaufmann Publishers, Inc., 1999. On the roles of task model variables in assessment design (with L. Steinberg & R.G. Almond). In S. Irvine & P. Kyllonen (Eds.), Generating items for cognitive tests: Theory and practice. Hillsdale, NJ: Erlbaum, in press. A cognitive task analysis, with implications for designing a simulation-based assessment. (with L. Steinberg, J. Breyer, L. Johnson, & R. Almond). Computers in Human Behavior, 15, 335-374, 1999. Graphical models and computerized adaptive testing. (with R. Almond). Applied Psychological Measurement,23, 223-237, 1999. The role of probability-based inference in an intelligent tutoring system (with D. H. Gitomer). User-Mediated and User-Adapted Interaction, 5, 253-282 (special issue on numerical methods of handling uncertainty), 1996. Test theory reconceived. Journal of Educational Measurement, 33, 379-416, 1996. Evidence and inference in educational assessment. Psychometrika, 59, 439-483, 1994. Test theory for a new generation of tests (Edited volume, with N. Frederiksen & I. I. Bejar). Hillsdale, NJ: Erlbaum, 1993. Linking educational assessments: Concepts, issues, methods, and prospects. (foreword by R. L. Linn). Princeton, NJ: Policy Information Center, Educational Testing Service, 1992. |
|
|||
|
||||||||
