Reports & Papers

Report/Paper Categories

• Cognitive Science
• Higher Education Assessment
• K-12
• Psychometrics
• Research Methods and Design
• Science Education - Concept Maps
• Science Education - Performance Assessment
• Science Education - Other

• Shavelson, R. J., Yuan, K., Alonzo, A. C., Klingberg, T., & Andersson, M. (forthcoming). On the impact of computer cognitive training on working memory and fluid intelligence. (DOC)
• Yuan, K., Steedle, J., Shavelson, R., Alonzo, A., & Oppezzo, M. (2006). Working memory, fluid intelligence, and science learning. Educational Research Review, 1, 83-98. (PDF)

• Shavelson, R. J. (2008). The collegiate learning assessment. Forum for the Future of Higher Education/Ford Policy Forum, 2008, 18-24. (PDF)
• Shavelson, R. J. (2008). Reflections on quantitative reasoning: An Assessment Perspective. In B. L. Madison & L. A. Steen. (Eds). Calculation vs. context: Quantitative literacy and its implications for teacher education, pp 27-47. Mathematical Association of America. (PDF)
• Klein, S., Benjamin, R., Shavelson, R. J., & Bolus, R. (2007). The collegiate learning assessment: Facts and fantasies. Evaluation Review, 31, 415-440. (PDF)
• Shavelson, R. J. (2007). Assessing student learning responsibly. Change, 39, 26-33. (PDF)
• Benjamin, R., Chun, M., & Shavelson, R. (2006). Holistic tests in a sub-score world: The diagnostic logic of collegiate learning assessment (CLA). (PDF)
• Shavelson, R. J. (2007). A brief history of student learning assessment. The Academy in Transition. (PDF)
• Klein, S., Roger, B., Shavelson, R., & Bolus, R. (in press). The collegiate learning assessment: Facts and fantasies. Evaluation Review. (PDF)
• Shavelson, R. J. (2007). A brief history of student learning assessment: How we got where we are and a proposal for where to go next. Washington, DC: Association of American Colleges and Universities. (PDF)
• Shavelson, R.J., & Huang, L. (2003). Responding responsibly to the frenzy to assess learning in higher education. Change, 35(1), 10-19. (PDF)

• Yin, Yue, Tomita, M. K., & Shavelson, R. J. (April, 2008). Diagnosing and dealing with student misconceptions: Floating and Sinking. Science Scope, 34-39. (PDF)
• Shavelson, R. J. (2008). Assessing science learning: Perspectives from research and practice. NSTA Press. (PDF)
• Shavelson, R. J., Yuan, K., Alonzo, A. (2008). On the impact of computer training on working memory and fluid intelligence. In D. C. Berliner & H. Kuermintz (Eds). Fostering change in institutions, environments, and people. Routeledge, New York. (PDF)
• Yin, Y., & Shavelson, R. J. (2008). Application of generalizability theory to concept map assessment research. Applied Measurement in Education, 21, 273-291. (PDF)
• Seidel, T., & Shavelson, R. J. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis research. Review of Educational Research, 77, 454-499. (PDF)
• Ruiz-Primo, M. A., & Furtak, E. (2006). Informal formative assessmentg and scientific inquiry: Exploring teachers' practices and student learning. Educational assessment, 11, 205-235. (PDF)
• Shavelson, R. J. (2006). On the Integration of Formative Assessment in Teaching and Learning with Implications for Teacher Education. Paper prepared for the Stanford Education Assessment Laboratory and the University of Hawaii Curriculum Research and Development Group. (DOC)
• Shavelson, R. J., & Seidel, T. (2006). Approaches in measuring learning environments. Learning Environments Research, 9, 195-197. (PDF)
• Yuan, K., Steedle, J., Shavelson, R., Alonzo, A., Marily, Oppezzo. (2006). Working memory, fluid intelligence, and science learning. Educational Research Review, 1, 83-98. (PDF)

• Roeser, R. W., Shavelson, R. J., Kupermintz, H., Lau, S., Ayala, C. Haydel, A., et al. (2002). The concept of aptitude and multidimensionality revisited. Educational Assessment, 8(2), 191-205. (PDF)
• Shavelson, R. J., & Ruiz-Primo, M. A. (1999). On the psychomentrics of assessing science understanding. In J. Mintzes, J. H. Wandersee, & J. D. Novak (Eds.), Assessing science understanding (pp. 304-341). San Diego: Academic Press. (scanned PDF)
• Webb, N. M., Shavelson, R. J., & Haertel, E. H. (2006). Reliability Coefficients and Generalizability Theory. In C. R. Rao & S. Sinharay (Eds.), Handbook of Statistics, Vol. 26 (pp. 81-124). (PDF)

• Shavelson, R. J., Black, P., William, D., & Coffey, J. (in press). On linking formative and summative functionsin the design of large-scale assessment systems. Educational Evaluation and Policy Analysis. (DOC)
• Webb, N. M., Shavelson, R. J., & Haertel, E. H. (2007). Reliability and Generalizability Theory. In Rao, C. R. Handbook of Statistics. (PDF)
• Shavelson, R. J., & Webb, N. M. (2005). Generalizability theory. In Green, J. L., Camilli, G. & Elmore, P. B. (Eds.), Complementary Methods for Research in Education. (3rd ed.) Washington, DC: AERA. (PDF)
• Webb, N. M., & Shavelson, R. J. (2005). Generalizability Theory: Overview. In B. S. Everitt & D. C. Howell, Eds.), Encyclopedia of Statistics in Behavioral Science (pp. 717-719). Wiley. (PDF)
• Cronbach, L. J., Shavelson, R. J. (2004). My current thoughts on coefficient alpha and successor procedures (preface). Educational and Psychological Measurement, 64, 391-218. (PDF)
• Cronbach, L. J., Shavelson, R. J. (2004). My current thoughts on coefficient alpha and successor procedures. Educational and Psychological Measurement, 64, 391-218. (DOC)
• Shavelson, R.J., & Towne, L. (2004). What drives scientific research in education? Questions, not methods, should drive the enterprise. American Psychological Society Observer, 17(4), 27-30. (DOC)
• Shavelson, R. J., Phillips, D. C., Towne, L. (2003). On the science of education design studies. Educational Researcher, 32, 25-28. (PDF)
• Shavelson, R. J., & Seidel, T. (2006). Approaches in measuring learning environments. Learning Environment Research Journal, 9(3), 195-197. (PDF)

• Ruiz-Primo, M. A. & Shavelson, R. J. (1996). Problems and issues in the use of concept maps in science assessment. Journal of Research in Science Teaching, 33(6), 569-600. (scanned PDF)
• Vanides, J., Yin, Y., Tomita, M., & Ruiz-Primo, M. A. (2005). Using concept maps in the science classroom. Science Scope, 28(8), 27-31. (PDF)
• Yin, Y., Vanides, J., Ruiz-Primo, M. A., Ayala, C. C. & Shavelson, R. J. (2005). Comparison of two concept-mapping techniques: Implications for scoring, interpretations, and use. Journal of Research in Science Teaching, 42(2), 166-184. (PDF)

• Ayala, C. A., Shavelson, R. J., Yin, Y., & Schultz, S. (2002). Reasoning dimensions underlying science achievement: The case of performance assessment. Educational Assessment, 8(2), 101-122. (scanned PDF)
• Ruiz-Primo, M. A., & Shavelson, R. J. (1996). Rhetoric and reality in science performance assessments: An update. Journal of Research in Science Teaching, 33(10), 1045-1063. (scanned PDF)
• Shavelson, R. J., Baxter, G. P., & Pine, J. (1992). Performance assessments: Political rhetoric and measurement reality. Educational Researcher, 21(4), 22-27. (scanned PDF)
• Ruiz-Primo, M. A., Li., M., Shavelson, R. J. (2001). Looking into students' science notebooks: What do teachers do with them?. Center for Research on Evaluation, standards, and Student Testing. Technical Report. (PDF)

• Li, M., Shavelson, R. J., Kupermintz, H., & Ruiz-Primo, M. A. (2003). On the relationship between mathematics and science achievement in the U.S.: An exploration of the Third International Mathematics and Science Study. In D. Robitaille & A. Beaton (Eds.), Secondary analysis of the TIMSS results: A synthesis of current research (pp. 233-249). NY: Klewer. (PDF)
• Feuer, M. J., Towne, L., & Shavelson, R. J. (2002). Scientific culture and educational research. Educational Researcher, 31, 4-14. (PDF)
• Ruiz-Primo, M. A., Shavelson, R. J., Hamilton, L., Klein, S. (2002). On the evaluation of systemic science education reform: Searching for instructional sensitivity. Journal of Research in Science Teaching, 39(5), 369-393. (scanned PDF)