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Biography
His current work focuses on the design of assessments and assessment systems that measure college students learning, both their development of competence/ achievement and so-called “soft-skills” such as perspective taking. He co-created the Collegiate Learning Assessment with Steve Klein and built statistical models for estimating value added for the CLA and other college-level assessments. This work is summarized in Measuring College Student Learning: Accountability in a New Era (2010, Stanford University Press) and in recent papers on the measurement and statistical modeling of competence.
Other titles
Emeritus Faculty, Acad Council, Graduate School of Education
Program affiliations
CTE: Science Education
DAPS
Research interests
Assessment, Testing and Measurement | Higher Education | Psychology | Research Methods
Recent publications
Oser, F., Mueller, S., Obex, T., Volery, T., & Shavelson, R. J. (2018). Rescue an Enterprise from Failure: An Innovative Assessment Tool for Simulated Performance. ASSESSMENT OF LEARNING OUTCOMES IN HIGHER EDUCATION: CROSS-NATIONAL COMPARISONS AND PERSPECTIVES, 123–44.
Shavelson, R. J., Zlatkin-Troitschanskaia, O., & Marino, J. P. (2018). Performance indicators of learning in higher education institutions: an overview of the field. RESEARCH HANDBOOK ON QUALITY, PERFORMANCE AND ACCOUNTABILITY IN HIGHER EDUCATION, 249–63.
Shavelson, R. J., Zlatkin-Troitschanskaia, O., & Marino, J. P. (2018). International Performance Assessment of Learning in Higher Education (iPAL): Research and Development. ASSESSMENT OF LEARNING OUTCOMES IN HIGHER EDUCATION: CROSS-NATIONAL COMPARISONS AND PERSPECTIVES, 193–214.
