Sanford Student.

My research and experience span a variety of areas, united by a deep interest in connecting technical psychometric issues such as interpretive validity, vertical scaling, and person fit with their practical implications for students, teachers, and downstream researchers. Examples include the relationship between scale scores and claims made based upon them; the connection between test performance and learning progressions; the consequences of scaling issues for effect size-based interpretations of growth; and the challenges of interpreting person fit statistics substantively. Through consulting and collaboration with applied researchers, I have also had the chance to engage with questions of equity and justice in assessment. While I do not profess to have all of the answers, my work is always informed by the pursuit of more just approaches to education and more principled measurement of learning.