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I focus much of my research on understanding the psychometric properties of
tests. This work has included research on the effects of item formats, the
use of constructed-response versus multiple-choice items, and the synthesis
of test reliabilities. I have a strong interest in applied measurement as
well, spending a good deal of time working with schools and school districts
to develop methods for improving their use of large-scale test information
for planning and evaluation. I also continue to work on issues related to
assessment of students with disabilities (particularly moderate to severe
disabilities), Latino youth development, and measuring student outcomes in
higher education. I currently chair the Technical Advisory Committee of the
GRE for ETS and the Assessment Certification Advisory Panel for the National
Board of Professional Teaching Standards. I also work with a USAID project
developing the national assessment program in Guatemala.
Awards include: 2008 Robert H. Beck Faculty Teaching Award, College of
Education and Human Development Alumni Society; 2005 Albert J. Harris
Research Award of the International Reading Association; and 2004 Community
Service Award, College of Education and Human Development.
Courses I teach
(all EPSY courses)
EPSY 5221—Principles of Educational and Psychological
Measurement
EPSY 5244—Survey Design, Sampling, and Implementation
EPSY 8269—Matrix Algebra
Special Topics: Standard Setting, Equating, Advanced Survey Data
Analysis
Selected publications
Rodriguez, M.C., & Maeda, Y. (2006).
Meta-analysis of coefficient alpha. Psychological Methods, 11,
306-322.
Rodriguez, M.C. (2005). Three options are
optimal for multiple-choice items: A meta-analysis of 80 years
of research. Educational Measurement: Issues and Practice, 24(2),
3-13.
Rodriguez, M.C., & Morrobel, D. (2004). A Review
of Latino Youth Development Research and a Call for an Asset
Orientation. Hispanic Journal of Behavioral Sciences, 26(2),
107-127.
Rodriguez, M.C. (2004). The role of classroom
assessment in student performance on TIMSS. Applied Measurement
in Education, 17(1), 1-24.
Rodriguez, M.C. (2003). Construct equivalence of
multiple-choice and constructed-response items: A random effects
synthesis of correlations. Journal of Educational Measurement, 40(2),
163-184.
Rodriguez, M.C., Morrobel, D., & Villarruel, F.A.
(2003). Research realities and a vision of success for Latino youth
development. In F. A. Villarruel, D.F. Perkins, L.M Borden, & J.G.
Keith (Eds.), Community youth development: Programs, policies,
and practices (pp. 47-78). Thousand Oaks, CA: Sage.
Revised April 2008
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