Richard J. Shavelson
Affiliations: | Stanford University, Palo Alto, CA |
Area:
Psychometrics PsychologyGoogle:
"Richard Shavelson"Mean distance: 17811
Children
Sign in to add trainee| Carlos C. Ayala | grad student | 2002 | Stanford |
| Anders V. Rosenquist | grad student | 2002 | Stanford |
| Yue Yin | grad student | 2005 | Stanford |
| Jeffrey T. Steedle | grad student | 2008 | Stanford |
| Miki K. Tomita | grad student | 2009 | Stanford |
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Publications
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| Zlatkin-Troitschanskaia O, Beck K, Fischer J, et al. (2020) The Role of Students' Beliefs When Critically Reasoning From Multiple Contradictory Sources of Information in Performance Assessments. Frontiers in Psychology. 11: 2192 |
| Braun HI, Shavelson RJ, Zlatkin-Troitschanskaia O, et al. (2020) Performance Assessment of Critical Thinking: Conceptualization, Design, and Implementation Frontiers in Education. 5 |
| Zlatkin-Troitschanskaia O, Shavelson RJ. (2019) Advantages and challenges of performance assessment of student learning in higher education. The British Journal of Educational Psychology. 89: 413-415 |
| Zlatkin-Troitschanskaia O, Shavelson RJ, Schmidt S, et al. (2019) On the complementarity of holistic and analytic approaches to performance assessment scoring. The British Journal of Educational Psychology |
| Shavelson RJ, Zlatkin-Troitschanskaia O, Beck K, et al. (2019) Assessment of University Students’ Critical Thinking: Next Generation Performance Assessment International Journal of Testing. 19: 337-362 |
| Holtsch D, Hartig J, Shavelson R. (2019) Do practical and academic preparation paths lead to differential commercial teacher “quality”? Vocations and Learning. 12: 23-46 |
| Shavelson RJ. (2018) Methodological perspectives: Standardized (summative) or contextualized (formative) evaluation? Education Policy Analysis Archives. 26: 48 |
| Domingue BW, Lang D, Cuevas M, et al. (2017) Measuring Student Learning in Technical Programs: A Case Study From Colombia Aera Open. 3: 233285841769299 |
| Shavelson RJ. (2017) Statistical Significance and Program Effect: Rejoinder to "Why Assessment Will Never Work in Many Business Schools: A Call for Better Utilization of Pedagogical Research". Journal of Management Education. 41: 206-210 |
| Holtsch D, Rohr-Mentele S, Wenger E, et al. (2016) Challenges of a cross-national computer-based test adaptation Empirical Research in Vocational Education and Training. 8: 1-32 |