Haertel, Edward
Academic Title
Other Titles
Jacks Family Professor
Contact Info
Admin. Support
Program Affiliations
Research
Dr. Haertel is an expert in the area of educational testing and assessment. His research and teaching focus on psychometrics and educational policy, especially test-based accountability and related policy uses of test data. His recent work has examined standard setting methods, limitations of value-added models for teacher and school accountability, impacts of testing on curriculum, students, and educational policy, test reliability, and generalizability theory.
Functions of test scores in discourse about education; how testing shapes ideas of success and failure for students, schools, and public education as a whole.
Quote
"It is not hard to understand why accountability testing is popular with policy makers. Testing enjoys broad popular support. Calling for more or higher-stakes testing is a visible, dramatic response to public concerns about education. Moreover, the idea that demanding higher test scores will improve schooling carries with it the not-too-subtle implication that students, teachers, and administrators just aren't trying hard enough."
- from his article, "Performance Assessment and Education Reform"
Education
- PhD (Measurement, Evaluation and Statistical Analysis), University of Chicago, 1980;
- BA (Mathematics), University of Wisconsin-Madison, 1971
Time at Stanford
Since 1980.
Assistant Professor of Education (1980 - 1987);
Associate Professor of Education (1987 - 1992);
Professor of Education (1992 - );
Associate Dean for Faculty Affairs (2005 - 2010);
Jacks Family Professor of Education (2008 - ).
Professional Experience
Assistant Professor, University of Illinois, Chicago (1979-1980)
Courses Taught
- Introduction to Test Theory (Ed 252)
- Educational Assessment (Ed 276)
- Problems in Measurement: Item Response Theory (Ed 353A)
- Problems in Measurement: Generalizability Theory (Ed 353C)
Recent Publications
“Evaluating Teacher Evaluation” in Phi Delta Kappan (2012, with L. Darling-Hammond, A. Amrein-Beardsley, and J. Rothstein);
“The Briefing Book Method” in G. Cizek (Ed.), Setting Performance Standards (2012, with J. Beimers and J. Miles);
The Effect of Ignoring Classroom-level Variance in Estimating the Generalizability of School Mean Scores” in Educational Measurement: Issues and Practice (2011, with X. Wei);
Problems with the use of student test scores to evaluate teachers (2010, EPI policy brief , one of ten authors, listed alphabetically, available at http://www.epi.org/publications/entry/bp278)
Gaining Ground in the Middle Grades: Why Some Schools Do Better (2010, co-authored with Trish Williams and Michael Kirst, available at Available at http://www.edsource.org/middle-grades-study.html)
Assessment, Equity, and Opportunity to Learn (2008, co-edited with Pamela A. Moss, Diana C. Pullin, James Paul Gee, and Lauren Jones Young)
Uses and Misuses of Data for Educational Accountability and Improvement (2006 NSSE Yearbook, co-edited with Joan L. Herman)
Reliability (2006, chapter in Educational Measurement, 4th ed.)
Current Activities
Faculty Advisor for SchoolsOut (School of Education LGBT Student organization); Member, State of California Advisory Committee for the Public Schools Accountability Act of 1999 and Chair, Subcommittee on the Academic Performance Index (1999 - ); chair, National Research Council's Board on Testing and Assessment (BOTA), Vice-President for Programs, National Academy of Education (2009 - )
