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 extent to which choices made during the vertical scale development process can affect the amount by which students appear to grow. Recently, I have been expanding my work to incorporate structural equation modeling approaches, particularly moderated nonlinear factor analysis and latent curve growth modeling.