RICHARD J. SHAVELSON

School of Education, Stanford University, Stanford, California 94305-3096

richs@stanford.edu


EDUCATION

 

Ph.D.

 

Educational Psychology

 

1971

 

Stanford University

 

M.A.

 

Psychology

 

1967

 

San Jose State College

 

A.B.

 

Psychology

 

1964

 

University of Oregon

 

PROFESSIONAL EXPERIENCE

1995-Present

Professor, School of Education and Professor, Department of Psychology (by courtesy), Stanford University

2001-Present

National Associate, National Academy of Sciences

2000-2001

Fellow, Center for Advanced Study in the Behavioral Sciences

1995-2000

Dean, School of Education, Stanford University

1993-1998

Vice-Chair and Chair, Board on Testing and Assessment.  National Research Council, National Academy of Science

1987-1996

Professor, Department of Education; affiliated appointment, Department of Statistics and Applied Probability (1993), University of California, Santa Barbara

1994

Humboldt Foundation Fellow, University of Göttingen, Göttingen, Germany

1994-May

Visiting Professor, Faculty of Education, University of Fribourg, Fribourg, Switzerland

1994-March

Visiting Professor, Faculty of Education, Monash University, Melbourne, Australia

1992-May

Visiting Professor, Faculty of Education, University of Helsinki, Helsinki, Finland

1987-1993

Dean, Graduate School of Education, University of California, Santa Barbara

1986-1989

President-elect, President, Immediate Past President, American Educational Research Association

1980-1985

Director, Education and Human Resources Program, The RAND Corporation, Santa Monica, California

1979-1988

Professor of Education, University of California, Los Angeles

 

1985-Summer

Visiting Professor, Faculty of Education, Monash University, Melbourne, Australia

1982-Summer

Visiting Professor, Department of Psychology, University of Fribourg, Fribourg, Switzerland

1975-1979

Associate Professor of Education, University of California, Los Angeles

1973-1975

Assistant Professor of Education, University of California, Los Angeles

1971-1973

Assistant Professor of Education (Acting), Stanford University, and Research and Development Associate, Stanford Center for R&D in Teaching

1970-1971

Lecturer in Education, Stanford University

1969-1970

Research Traineeship Program, Research Fellowship--Stanford; Instructor in Statistics, School of Education

1968-1969

Research Assistant, Stanford Center for R&D in Teaching

1966-1968

Human Factors Engineer, Lockheed Missiles & Space Co.

 

PROFESSIONAL ORGANIZATIONS/HONORS

· American Association for the Advancement of Science (Fellow)

· American Educational Research Association

· American Psychological Association (Fellow)

· American Psychological Society (Fellow)

· American Statistical Association

· National Academy of Education

· National Council on Measurement in Education

· National Society for the Study of Education

 

PUBLICATIONS

Books and Monographs

Shavelson, R.J., & Towne, L. (Eds.) (2002).  Scientific research in education.  Washington, DC: National Academy Press.

Brown, J. & Shavelson, R.J. (1996). Assessing hands-on science: A teacher’s guide to performance assessment. Thousand Oaks, CA:  Corwin Press, Inc.

Shavelson, R.J. (1996). Statistical reasoning for the behavioral sciences, 3rd ed.  Boston:  Allyn & Bacon.

Shavelson, R.J., & Webb, N.M. (1991). Generalizability theory:  A primer.  Newbury Park, CA:  SAGE.

Shavelson, R.J. (1988). Statistical reasoning for the behavioral sciences, 2nd ed.  Boston:  Allyn & Bacon.

Shavelson, R.J. & Li, W. (1988). Instructor's manual to accompany statistical reasoning for the behavioral sciences, 2nd ed., Allyn & Bacon.

Shavelson, R.J., with Short, L., Muthen, B., Li, W., & Muthen, L. (1988).  Relationship between applicant characteristics, MBA program attributes, and student performance.  Year 1 Report. Clustering of Graduate Schools of Business Management, Graduate Management Admission Council, Los Angeles.

Shavelson, R.J., with Brophy, M., Jiyono, & Obemeata, J.O. (1985). Evaluation of nonformal education programs:  The applicability and utility of the criterion-sampling approach.  UIE Monographs 11.  Hamburg:  Unesco Institute for Education.

Shavelson, R.J. (1981).  Statistical reasoning for the behavioral sciences.  Boston:  Allyn & Bacon.

Shavelson, R.J. (1981). Instructor's manual to accompany statistical reasoning for the behavioral sciences.  Boston:  Allyn  & Bacon.

 

RAND Reports

The RAND Corporation (1991, July). After high school, then what?  A look at the postsecondary sorting-out process for American youth (R-4008-FMP). Santa Monica, CA: Co-author.

The RAND Corporation (1987, August). Indicator systems for monitoring science and mathematics education (R-3570-NSF). Santa Monica, CA: Co-author. [Portions abstracted:  "Steps in designing an indicator system," ERIC Clearinghouse on Tests, Measurements, and Evaluation, EDO-TM-91-4, July 1991.  "What are educational indicators and indicator systems?" ERIC Clearinghouse on Tests, Measurement, and Evaluation, EDO-TM-91-5, July 1991.]

The RAND Corporation (1989, July). Indicators for monitoring mathematics and science education: A sourcebook (R-3742-NSF/RC). Santa Monica, CA: Co-author.

The RAND Corporation (1986, July). Administrative policies for increasing the use of micro-computers in instruction (R-3409-NIE). Santa Monica, CA: Co-author.

The RAND Corporation (1986, May). Evaluating student outcomes from telecourse instruction (R-3422-CPB). Santa Monica, CA: Co-author.

The RAND Corporation (1985, February). Individual characteristics and unit performance:  A review of research and methods (R-3194-MIL). Santa Monica, CA: Co-author.

The RAND Corporation ( 1984, August). Two-year colleges and vocational schools as sources of military manpower (N-2193-MIL). Santa Monica, CA: Co-author.

The RAND Corporation (1984, May). Delinquency prevention in south Chicago:  A fifty-year assessment of the Chicago Area Project (R-3142-NIE). Santa Monica, CA: Co-author.

The RAND Corporation (1984, April). Staff development for instructional uses of microcomputers (P-6983). Santa Monica, CA: Co-author.

The RAND Corporation (1984, April). How effective teachers use microcomputers for instruction (P-6982). Santa Monica, CA: Co-author.

The RAND Corporation (1984, March). Teaching mathematics and science:  Patterns of microcomputer use (R-3180-NIE/RC). Santa Monica, CA: Co-author.

The RAND Corporation (1984, March). "Successful" teachers' patterns of microcomputer-based mathematics and science instruction (N-2170-NIE/RC). Santa Monica, CA: Co-author.

The RAND Corporation (1983, August). Successful use of microcomputers in classroom instruction (P-6653). Santa Monica, CA: Co-author.

The RAND Corporation (1983, April). Teachers' instructional uses of microcomputers (P-6888). Santa Monica, CA: Co-author.

The RAND Corporation (1983, January). Recruiting potential of the two-year college postsecondary vocational school markets (N-1946-MRAL). Santa Monica, CA: Co-author.

The RAND Corporation (1982, June). Can implementation of computers be justified on cost-effectiveness grounds? (P-6781). Santa Monica, CA: Co-author.

The RAND Corporation (1981, June). Research on teachers' pedagogical thoughts, judgments, decisions, and behavior (P-6639). Santa Monica, CA: Co-author.

The RAND Corporation (1981, April). Self-concept:  Interplay of theory and methods (P-6607). Santa Monica, CA: Co-author.

The RAND Corporation (1980, August). Generalizability theory:  1973-1980 (P-6580). Santa Monica, CA: Co-author.

 

Center for Research on Evaluation, Standards and Student Testing (CRESST) Reports

Ayala, C., Shavelson, R.J., Ayala, M. (2000).  On the cognitive interpretation of performance assessment scores. CSE Technical Report 546.  Center for Research on Evaluation, Standards, and Student Testing, Center for the Study of Evaluation, Graduate school of Education & Information Studies, UCLA, Los Angeles, CA. 90024-6511.

Rosenquist, A., Shavelson, R.J., & Ruiz-Primo, M.A. (2000).  On the “exchangeability” of hands-on and computer simulation science performance assessments. National Center for Research on Evaluation, Standards, and Student Testing, Center for the Study of Evaluation, Graduate school of Education & Information Studies, UCLA, Los Angeles, CA. 90024-6511.

Ruiz-Primo, M.A., Li, M., & Shavelson, R.J. (2001).  Looking into students’ science notebooks: What do teachers do with them?  National Center for Research on Evaluation, Standards, and Student Testing, Center for the Study of Evaluation, Graduate school of Education & Information Studies, UCLA, Los Angeles, CA. 90024-6511.

Ruiz-Primo, M.A., Schultz, S.E., Li, M., & Shavelson, R.J. (1998).  Comparison of the reliability and validity of scores from two concept-mapping techniques.  National Center for Research on Evaluation, Standards, and Student Testing, Center for the Study of Evaluation, Graduate school of Education & Information Studies, UCLA, Los Angeles, CA. 90024-6511.

Ruiz-Primo, M.A., Schultz, S.E., Li, M., & Shavelson, R.J. (1999).  On the cognitive validity of interpretations of scores from alternative concept mapping techniques.  National Center for Research on Evaluation, Standards, and Student Testing, Center for the Study of Evaluation, Graduate school of Education & Information Studies, UCLA, Los Angeles, CA. 90024-6511.

Ruiz-Primo, M.A., Schultz, S.E., & Shavelson, R.J. (1996).  Concept-map based assessment in science: Two exploratory studies. National Center for Research on Evaluation, Standards, and Student Testing, Center for the Study of Evaluation, Graduate school of Education & Information Studies, UCLA, Los Angeles, CA. 90024-6511.

Ruiz-Primo, M.A., Schultz, S.E., & Shavelson, R.J. (1997).  Concept map-based assessment in science: Two exploratory studies.  CSE Technical Report 436, National Center for Research on Evaluation, Standards, and Student Testing, Center for the Study of Evaluation, Graduate school of Education & Information Studies, UCLA, Los Angeles, CA. 90024-6511.

Ruiz-Primo, M.A., & Shavelson, R.J. (1998). On the assessment of science achievement. National Center for Research on Evaluation, Standards, and Student Testing, Center for the Study of Evaluation, Graduate school of Education & Information Studies, UCLA, Los Angeles, CA. 90024-6511.

Ruiz-Primo, M.A., Shavelson, R.J., & Schultz, S.E. (1997).  On the validity of concept-map based assessment interpretations: An experiment testing the assumption of hierarchical concept maps in science. National Center for Research on Evaluation, Standards, and Student Testing, Center for the Study of Evaluation, Graduate school of Education & Information Studies, UCLA, Los Angeles, CA. 90024-6511.

Shavelson, R.J., Roeser, R., Kupermintz, H., Lau, S., Ayala, C., Haydel, A, & Schultz, S. (in press).  A multidimensional approach to achievement validation.  National Center for Research on Evaluation, Standards, and Student Testing, Center for the Study of Evaluation, Graduate school of Education & Information Studies, UCLA, Los Angeles, CA. 90024-6511.

Shavelson, R.J., Gao, X., & Baxter, G.P. (1993). Sampling variability of performance assessments. CSE Technical Report 361. National Center for Research on Evaluation, Standards, and Student Testing, Center for the Study of Evaluation, Graduate school of Education & Information Studies, UCLA, Los Angeles, CA. 90024-6511.

Shavelson, R.J., & Ruiz-Primo, M.A. (1998).  On the assessment of science achievement: Conceptual underpinnings for the design of performance assessments.  CSE Technical Report 491.  National Center for Research on Evaluation, Standards, and Student Testing, Center for the Study of Evaluation, Graduate school of Education & Information Studies, UCLA, Los Angeles, CA. 90024-6511.

Solano-Flores, G., Shavelson, R.J., Ruiz-Primo, M.A., Schultz, S.E. & Wiley, E. (1997).  Conceptual underpinnings for the design of performance assessments and concept-map representations of knowledge structures.  National Center for Research on Evaluation, Standards, and Student Testing, Center for the Study of Evaluation, Graduate school of Education & Information Studies, UCLA, Los Angeles, CA. 90024-6511.

 

Articles, Reports and Book Chapters

Shavelson, R.J., & Huang, Leta (in press) Responding responsibly to the rrenzy to assess learning in higher education, Change.

Othman, A.R., Shavelson, R.J., & Gao, X. (in preparation). Estimation of variance components and their precision indices in performance assessments.

Shavelson, R.J., Roeser, R.W., Kupermintz, H., Lau, S., Ayala, C., Haydel, A., Schultz, S., Quihuis, G., & Gallagher, L. (in press).  Richard E. Snow’s remaking of the concept of aptitude and multidimensional test validity:  Overview and Study design.  Educational Assessment.

Roeser, R.W., Shavelson, R.J., Kupermintz, H., Lau, S, Ayala, C., Haydel, A, Schultz, S., Gallagher, L., & Quihuis, G. (in press).  The concept of aptitude and multidimensional validity revisited. Educational Assessment.

Feuer, M.J., Towne, L., & Shavelson, R.J. (in press). Scientific culture and education research.  Educational Researcher.

Shavelson, R.J., & Webb, N.M. (in press). Generalizability theory. Encyclopedia of Social Measurement.  New York: Academic Press.

Li, M., Shavelson, R.J., Kupermintz, H., & Ruiz-Primo, M.A. (in press).  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. NY: Klewer.

Shavelson, R.J., Phillips, D.C., Towne, L., Feuer, M.J. (in press).  On the scientific basis of design studies. Educational Researcher.

Shavelson, R.J., Eisner, E.W., & Olkin, I. (2002).  In memory of Lee J. Cronbach (1916-2001).  Educational Measurement: Issues and Practice, 21(2), 5-7.

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.

Shavelson, R.J. (2002).  Lee J. Cronbach, 1916-2001. Educational Researcher, 31(2), 37-39.

Shavelson, R.J., & Gleser, G. (2002).  Lee J. Cronbach (1916-2001).  American Psychologist, 57(5), 360-361.

Shavelson, R.J., & Towne, L. (Eds.) (2001). Scientific research in education. Committee on Scientific Principles for Education Research. Division on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.

Ruiz-Primo, M.A., Shavelson, R.J., Li, M., & Schultz, S.E., (2001).  On the validity of cognitive interpretations of scores from alternative concept-mapping techniques.  Educational Assessment, 7(2), 99-141.

Solano-Flores, G., Shavelson, R. J. & Schneider, S. A. (2001).  Expanding the notion of assessment shell: from task development tool to instrument for guiding the process of science assessment development. Revista Electrónica de Investigación Educativa, 3 (1). Retrieved month day, year from the World Wide Web: http://redie.ens.uabc.mx/vol3no1/contenido-solano.html

Ruiz-Primo, M.A., Schultz, S.E., Li, M. & Shavelson, R.J. (2001). Comparison of the reliability and validity of scores from two concept-mapping techniques. Journal of Research in Science Teaching, 38(2), 260-278.

Stecher, B.M., Klein, S.P., Solano-Flores, G., McCaffrey, D., Robyn, A., Shavelson, R. J., and Haertel, E. (2000). The effects of content, format, and inquiry level on performance on science performance assessment scores.  Applied Measurement in Education, 13, (2), 139-160.

Shavelson, R.J., & Ruiz-Primo, M.A. (1999).  On the psychometrics of assessing science understanding.  In J.J. Mintzes, J.H. Wandersee & J.D. Novak (Eds.), Assessing science understanding: A human constructivist view.  New York: Academic Press.

Webb, N.M., & Shavelson, R.J. (1999). Generalizability theory.  In S. Kotz, C.B. Read & D.L. Banks (Eds.), Encyclopedia of statistical sciences, update volume 3.  New York: John Wiley & Sons, Inc.

Shavelson, R.J. (1999). On the role of assessment in self-directed learning.  In W. Althof, F. Baeriswyl & K.H. Reich (Eds.), Autonomie und Entwicklung: Fentschrift zum 60 Geburtstag von Fritz Oser, 65-93.  University of Freiburg Press.

Shavelson, R.J. & Ruiz-Primo, M.A. (1999). Leistungsbewertung im naturwissenschaftlichen Unterricht (Evaluation in natural science instruction).  Unterrichtswissenschaft, 27, 102-127.

Solano-Flores, G., Jovanovic, J., Shavelson, R.J., & Bachman, M. (1999).  On the development and evaluation of a shell for generating science performance assessments.  International Journal of Science Education, 21 (3), 293-315.

Shavelson, R.J., Ruiz-Primo, M.A. & Wiley, E.W. (1999). Note on sources of sampling variability in science performance assessments.  Journal of Educational Measurement, 36 (1), 61-71.

Shavelson, R.J., Solano-Flores, G., & Ruiz-Primo, M.A. (1998).  Toward a science performance assessment technology.  Evaluation and Program Planning, 21, 171-184.

Klein, S.P., Stecher, B.M., Shavelson, R.J., McCaffrey, D., Ormseth, T., Bell, R.M., Comfort, K., & Othman, A.R.  (1998) Analytic versus holistic scoring of science performance tasks.  Applied Measurement in Education, 11(2), 121-137.

Feuer, M.J., & Shavelson, R.J.  (1997). Introduction.  In A. Lesgold, M.J. Feuer, & A.M. Black (Eds.), Transitions in work and learning:  Implications for assessment.  National Academy Press:  Washington, D.C.

Shavelson, R.J. (1997). On a science performance assessment technology:  Implications for the future of the national assessment of educational progress.  In National Academy of Education (Ed.), Assessment in transition:  Monitoring the nation’s educational progress, background studies.  Stanford, CA:  National Academy of Education.

Solano-Flores, G., & Shavelson, R.J. (1997). Development of performance assessments in science:  Conceptual, practical, and logistical issues.  Educational Measurement:  Issues and Practice, 16(3), 16-24.

Klein, S.P., Jovanovic, J., Stecher, B.M., McCaffrey, D., Shavelson, R.J., Haertel, E., Solano-Flores, G., & Comfort, K. (1997). Gender and racial/ethnic differences on performance assessments in science.  Educational Evaluation and Policy Analysis, 19(2), 83-97.

Shavelson, R.J. (1996). On school reform: Curriculum and instruction, yes... but don’t forget assessment!  Hong Kong Educational Research Journal, 11 (2), 147-156.

Ruiz-Primo, M.A., Schultz, S.E., & Shavelson. R.J. (1996, June). Concept map-based assessments in science: Two exploratory studies. (Technical Report). Los Angeles: UCLA/CRESST.

Byrne, B.M., & Shavelson, R.J. (1996). On the structure of social self-concept for pre-, early, and late adolescents: A test of the Shavelson et al. (1976) model.  Journal of Abnormal and Social Psychology, 70, 599-613.

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.

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.

Ruiz-Primo, M.A., Shavelson, R.J., & Baxter, G.P. (1995). Evaluation of a prototype teacher enhancement program on performance assessment.  In P. Kansanen (Ed.), Discussions of some education issues VI. (Research Report 145). Finland: University of Helsinki, Department of Teacher Education, 173-211.

Shavelson, R.J. (1996, March). Gifted education in the United States:  Beliefs, research and policy.  In S. Cho, J-H Moon, & J.O. Park, (Eds.), Creativity for the 21st century:  Selected proceedings of the Third Asian-Pacific Conference on Giftedness, Seoul, Korea August 1-4, 1994, 102-111.

Shavelson, R.J. (1995). On the romance of science curriculum and assessment reform in the United States.  In D.K. Sharpes & A-L Leino (Eds.), The dynamic concept of curriculum: Invited papers to honour the memory of Paul Hellgren. (Research Bulletin 90). Finland: University of Helsinki, Department of Education, 57-76.

Shavelson, R.J., Gao, X., & Baxter, G.P. (1995). On the content validity of performance assessments: Centrality of domain specification.  In M. Birenbaum & F. Dochy (Eds.), Alternatives in assessment of achievements, learning focuses and prior knowledge.  Boston:  Kluwer Academic Publishers.

Shavelson, R.J. & Webb, N.M. (1995). On getting it right.  Introduction to special edition of educational evaluation and policy analysis, 17(3), 275-279.

Shavelson, R.J., Lang, H., & Lewin, B. (1994). On concept maps as potential “authentic” assessments in science. (Technical Report 388). Los Angeles: UCLA, Center for the Study of Evaluation (CSE/CRESST).

Shavelson, R.J. (1994). In memoriam: Leigh Burstein (1947-1994).  Journal of Educational Measurement:  Issues and Practice, 13, 37.

Gao, X., Shavelson, R.J., & Baxter, G.P. (1994). Generalizability of large-scale performance assessments in science:  Promises and problems.  Applied Measurement in Education, 7, 323-342.

Shavelson, R.J., Copeland, W.D., Baxter, G. P., Decker, D.L., & Ruiz-Primo, M.A. (1994). In-service education models for enhancing the teaching of science.  In S.J. Fitzsimmons & L.C. Kerpelman (Eds.), Teacher enhancement for elementary and secondary science:  Status, issues, and problems.  Chapter in Pre-college teacher enhancement.  Washington, D.C.:  National Science Foundation, 5-1 - 5-45.

Shavelson, R.J. (Ed.). (1994). Performance assessment.  [Special Issue]  International Journal of Educational Research, 21.

Shavelson, R.J. (1994). Guest editor's preface.  International Journal of Educational Research, 21, 235-237.

Baxter, G.P., & Shavelson, R.J. (1994.) Science performance assessments:  Benchmarks and surrogates.  International Journal of Educational Research, 21, 279-298.

Brown, J.H., & Shavelson, R.J. (1994). Does your testing match your teaching style? Instructor, 102(2), 86-89.

Brown, J.H., & Shavelson, R. (1994). New ways to measure what students know and can do.  Instructor, 103(7), 58-61.

Jovanovic, J., Solano-Flores, G., & Shavelson, R.J. (1994). Performance-based assessments:  Will gender differences in science achievement be eliminated? Education and Urban Society, 6(4), 352-366.

Pine, J., Baxter, G., & Shavelson, R. (1993). Assessments for hands-on elementary science curricula.  MSTA Journal, 39(2), 3, 5-19.

Shavelson, R.J., Baxter, G.P., & Gao, X. (1993). Sampling variability of performance assessments.  Journal of Educational Measurement, 30(3), 215-232.  Paper based on a report for the National Center for Research on Evaluation, Standards, and Student Testing:  Sampling variability of performance assessments.  Available in ERIC:  ED 359 229.  [Also, (Technical Report 361), Los Angeles: UCLA, CRESST/CSE, March 1993.]

Baxter, G.P., Shavelson, R.J., Herman, S.J., Brown, K., & Valadez, J.R. (1993). Mathematics performance assessment:  Technical quality and diverse student impact.  Journal for Research in Mathematics Education, 24(3), 190-216.

Ruiz-Primo, M.A., Baxter, G.P., & Shavelson, R.J. (1993). On the stability of performance assessments.  Journal of Educational Measurement, 30(1), 41-53.

Shavelson, R.J. (1992). Rhetoric and reality of performance assessments:  The interplay of politics and measurement.  In F. Achtenhagen & E. John (Eds.), Mehrdimensionale lehr-lern-arrangements (pp. 548-563). Germany:  Gabler.

Shavelson, R.J., & Baxter, G.P. (1992). Linking assessment with instruction.  In F. Oser, A. Dick, & J.L. Patry (Eds.), Effective and responsible teaching:  The new synthesis. (pp. 80-90). San Francisco:  Jossey Bass.

Shavelson, R.J., & Baxter, G.P. (1992). On measuring the quality of mathematics and science education:  Achievement indicators.  In P. Vedder (Ed.), Measuring the quality of education (pp. 35-54).  Amsterdam:  Swets & Zeitlinger.

Shavelson, R.J., & Baxter, G.P. (1992). What we've learned about assessing hands-on science. Educational Leadership, 49(8), 20-25.

Shavelson, R.J., Baxter, G.P., & Pine, J. (1992). Performance assessments:  Political rhetoric and measurement reality.  Educational Researcher, 21(4), 22-27.

Shavelson, R.J., & Webb, N.M. (1992). Generalizability theory.  In M.C. Alkin, (Ed.), Encyclopedia of educational research, 6th ed., (pp. 538-543). Macmillan Publishing Co.

Baxter, G.P., Shavelson, R.J., Goldman, S.R., &  Pine, J. (1992). Evaluation of procedure-based scoring for hands-on science assessment.  Journal of Educational Measurement, 29(1), 1-17.

Byrne, B.M., Shavelson, R.J., & Marsh, H.W. (1992). Multigroup comparisons in self-concept research:  Reexamining the assumption of equivalent structured and measurement. In T.M. Brinthaupt, & R.P. Lipka, (Eds.),  The self:  Definitional and methodological issues (pp. 173-203). New York:  State University of New York Press.

Marsh, H.W., Byrne, B.M., & Shavelson, R.J. (1992). A multidimensional hierarchical self-concept.  In R.P. Lipka & T.M. Brinthaupt (Eds.), The self:  Definitional and methodological issues (pp. 44-95). New York:  State University of New York Press.

Shavelson, R.J. (1991). AERA's research and training grant.  Educational Researcher, 20(9), 19-20.

Shavelson, R.J. (1991). Generalizability of military performance measurements:  I.  Individual performance.  In A.K. Wigdor & B.F. Green, Jr., (Eds.), Performance assessment for the workplace (Vol. II):  Technical issues (pp. 207-257). Washington, D.C.:  National Academy Press.

Shavelson, R.J.  (1991). The development of job performance measures.  In A.K. Wigdor & B.F. Green, Jr., (Eds.), Performance assessment for the workplace (Vol. I) (Chapter 4, 73-102).  Washington, D.C.:  National Academy Press.*

Shavelson, R.J.  (1991).  Evaluating the quality of performance measures: reliability.  In A.K. Wigdor & B.F. Green, Jr., (Eds.), Performance assessment for the workplace (Vol. I) (Chapter 6, 116-127).  Washington, D.C.:  National Academy Press.*

Shavelson, R.J.  (1991).  Evaluating the quality of performance measures:  Content representativeness.  In A.K. Wigdor & B.F. Green, Jr., (Eds.), Performance assessment for the workplace (Vol. I) (Chapter 7, pp. 128-140).  Washington, D.C.:  National Academy Press.*

Shavelson, R.J., Baxter, G.P., & Pine, J. (1991). Performance assessment in science.  Applied measurement in education (Special Issue) (R. Stiggins and  B. Plake, Guest Editors), 4(4), 347-362.

Shavelson, R.J., Baxter, G.P., Pine, J., Yure, J., Goldman, S.R., & Smith, B. (1991). Alternative technologies for large-scale assessment:  Instruments of education reform. School Effectiveness and School Improvement:  An International Journal of Research Policy and Practice, 2(2), 97-114.

Shavelson, R.J. (1990, December). Application of indicator models to IEA studies.  In W.A. Loxley (Ed.), Proceedings of the IEA Invitational Workshop on the Third International Mathematics and Science Study (TIMSS), 23-33.

Shavelson, R.J. (1990). Can indicator systems improve the effectiveness of mathematics and science education?  The case of the U.S., [C.T. Fitz-Gibbon (Ed.)], Evaluation & Research in Education, 4(2), 51-60.

Burstein, L., Ravitch, M.M., Shavelson, R.J., & Webb, N.M. (1990).  “I’m sorry but…”: Our intellectual heritage from LJC.  In R.E. Snow & D.E. Wiley (Eds.), Improving inquiry in social science: A volume in honor of Lee J. Cronbach.  Hillsdale, NJ: Erlbaum (pp. 375-384.

Shavelson, R.J., Carey, N.B., & Webb, N.M. (1990). Indicators of science achievement:  Options for a powerful policy instrument.  Phi Delta Kappan, 71(9), 692-697.

Shavelson, R.J., Mayberry, Paul W., Li, Weichang, & Webb, N.M. (1990). Generalizability of job performance measurements:  Marine Corps rifleman. Military Psychology, 2, 129-144.

Borko, H., & Shavelson, R.J. (1990). Teacher decision making.  In B.F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction, Hillsdale, NJ:  Lawrence Erlbaum, 311-346.

Borko, H., Livingston, C., & Shavelson, R.J. (1990). Teachers' thinking about instruction. Journal of Remedial and Special Education, 11(6), 40-49.

Shavelson, R.J. (1990). Contributions of research to policy and practice:  A view from the United States. Unterrichtswissenschaft (Instructional Science), Zeitschrift fur Lernforschung (Educational Research), 17(3), 251-269.

Shavelson, R.J., Webb, N.M., & Rowley, G. (1989). Generalizability theory. American Psychologist, 44(6), 922-932.

Byrne, B.M., Shavelson, R.J., & Muthen, B.O. (1989). Testing for the equivalence of factor covariance and mean structures:  The issue of partial measurement invariance.  Psychological Bulletin, 105(3), 456-466.

Oisboid, D.M., Ettinger, L., Abedi, J., & Shavelson, R.J. (1989). Capturing teachers' decision-making policies using a microcomputer simulation.  Computers & Education:  An International Journal, 13(2), 147-155.

Webb, N.M., Shavelson, R.J., Kim, K-S, & Chen, Z. (1989). Reliability (generalizability) of job performance measurements:  Navy machinists mates.  Military Psychology, 1(2), 91-110.

Shavelson, R.J. (1988). AERA's governmental and professional liaison.  Educational Researcher, 17, 17-19.

Shavelson, R.J. (1988). Contributions of educational research to policy and practice:  Constructing, challenging, changing cognition.  Educational Researcher, 17, 4-11, 22.

Shavelson, R.J., & Berliner, D.C. (1988). Erosion of the education research infrastructure:  A reply to Finn.  Educational Researcher, 17, 9-12.  Reprinted in D.S. Anderson & B.J. Biddle (Eds.) (1991). Knowledge for policy:  Improving education through research. New York:  Falmar Press.

Shavelson, R.J., Webb, N.M., Stasz, C., & McArthur, D. (1988). Teaching mathematical problem solving:  Insights from teachers and tutors.  In R. Charles & E. Silver (Eds.), Research agenda for mathematics education:  The teaching and assessment of mathematical problem solving.  Reston, VA:  The National Council of Teachers of Mathematics, Inc. &  L. Erlbaum, 203-231.

Abedi, J., & Shavelson, R. (1988). FRACTION:  A computer program for fractional factorial designs. Behavior Research Methods, Instruments, & Computers, 20 (1), 58-59.

Marsh, H.W., Byrne, B.M., & Shavelson, R.J. (1988). A multi-faceted self-concept:  Its hierarchical structure and relation to academic achievement.  Journal of Educational Psychology, 80(3), 366-380.

Webb, N.M., Shavelson, R.J., & Rowley, G.L. (1988).  Using generalizability theory in counseling and development.  Measurement and Evaluation in Counseling and Development, 21, 81-90.

Borko, H. & Shavelson, R.J. (1988). Especulaciones sobre la formacion del profesorado: Recomendacoines de le investigacion sobre procesos cognitivos de los profesores. Conocimiento, chapter XIII, 259-275.

Shavelson, R.J., Webb, N.M., & Hotta, J.Y. (1987). The concept of exchangeability in designing telecourse evaluations.  Journal of Distance Education, 2(1), 27-40.

Byrne, B.M., & Shavelson, R.J. (1987).  Adolescent self-concept:  Testing the assumption of equivalence across gender.  American Educational Research Journal, 24, 365-385.

Green, B., & Shavelson, R.J. (1987). Distinguished panel discussion on issues in the joint-service JPM program.  In H.G. Baker and G.J. Laabs (Eds.), Proceedings of the Department of Defense/Educational Testing Service Conference on Job Performance Measurement Technologies.  Office of the Assistant Secretary of Defense (Force Management and Personnel), Washington, D.C. 20301-4000, 11-13.

Webb, N., & Shavelson, R.J. (1987, March). Generalizability theory and job performance measurement.  In H.G. Baker and G.J. Laabs (Eds.), Proceedings of the Department of Defense/Educational Testing Service Conference on Job Performance Measurement Technologies.  Office of the Assistant Secretary of Defense (Force Management and Personnel), Washington, D.C. 20301-4000.

Shavelson, R.J., Oakes, J. & Cary, N. (1987, March). A conceptual indicator model of changes in school mathematics.  In T.A. Romberg and D.M. Steward (eds.), The monitoring of school mathemtics: Background papers (volume 1: The monitoring project and mathematics curriculum). Wisconsin Center for Education Research, University of Wisconsin-Madison, 95-110.

Byrne, B.M., & Shavelson, R.J.  (1986). Self-concept/academic achievement relations:  An investigation of dimensionality, stability and causality.  Canadian Journal of Behavioral Science, 18, 173-186.

Shavelson, R.J., & Marsh, H.W. (1986). On the structure of self-concept.  In R. Schwarzer (Ed.), Anxiety and cognition, Erlbaum, New York, 305-330.

Shavelson, R.J., Oakes, J., & Carey, N. (1986). Developing a national indicator system for monitoring mathematics and science education:  The thorny curriculum problem.  In A. Champagne & L. Hornig (Eds.), This year in school science, 1986:  The science curriculum.  Washington, D.C.:  American Association for the Advancement of Science.

Shavelson, R.J., & Salomon, G. (1986). Information technology:  Tool and teacher of the mind--reply to Hawes, Educational Researcher, 15, 24-25.

Shavelson, R.J. (1986). Toma de decision interactive: algunas reflexiones sobre los procesos cognoscitivos de los profesores.  (Translation: Interactive decision making:  Some thoughts on teacher cognition.)  In L.M.V. Angulo (Ed.), Pensamientos de los profesores y toma de decisiones  Universidad de Sevilla, Servicio de Publicaciones, Seville, Spain.

Shavelson, R.J., Webb, N.M., & Burstein, L. (1986). Measurement of teaching.  In M. Wittrock (Ed.), Handbook of research on teaching, McMillan, New York.

Shavelson, R.J., Winkler, J.D., Haggstrom, G., & Doering, Z. (1986, June). Enlistment decisionmaking:  Choice among competing alternatives.  In R.M. Bray, N.M. Ostrove, F.W. Immer, M.E. McCalla, & L.L. Guess (Eds.), Youth Attitude Study II.  (RTI/3365/05-02FR) Research Triangle Park, NC: Research Triangle.

Byrne, B.M., & Shavelson, R.J. (1986). On the structure of adolescent self-concept.  Journal of Educational Psychology, 78, 474-481.

Shavelson, R.J. (1985).  Teachers' interactive decision making. International encyclopedia of education, 9, 5059-5062. New York:  Pergamon Press, pp. 491-493. [Also published in M.J. Dunkin (Ed.) (1987), The international encyclopedia of teaching and teacher education.]

Shavelson, R.J. (1985).  Teachers' judgments.  International encyclopedia of education, 9, 5062-5067.  New York:  Pergamon Press, pp. 486-490. .  [Also published in M.J. Dunkin (Ed.) (1987), The international encyclopedia of teaching and teacher education.]

Shavelson, R.J. (1985).  Teachers' planning.  International encyclopedia of education, 9, 5069-5073.  New York:  Pergamon Press, pp. 483-486. [Also published in M.J. Dunkin (Ed.) (1987), The international encyclopedia of teaching and teacher education.]

Shavelson, R.J., & Salomon, G. (1985). Information technology:  Tool and teacher of the mind.  Educational Researcher, 14, 4.

Shavelson, R.J., & Winkler, J.D. (1985). Realizing the potential of information technology in American education.  Data Management (Japan), 1, 88-92.  [Also published in abbreviated form in Waiguo Jiaoyo Dongtai (PRC) (1985). 6, 55-58.]

Shavelson, R.J., Winkler, J.D., Stasz, C., & Feibel, W. (1985). Patterns of microcomputer use in teaching mathematics and science.  Journal of Educational Computing Research, 1, 395-413. [See also Teaching mathematics and science:  Patterns of microcomputer use, The Rand Corporation, R-3180-NIE/RC, March 1984 (Co-author).]

Shavelson, R.J., Winkler, J.D., Stasz, C., & Robyn, A.E. (1985). Pedagogically sound uses of microcomputers in classroom instruction.  Journal of Educational Computing Research, 1, 285-293.

Marsh, H.W., & Shavelson, R.J. (1985) Self-concept:  Its multifaceted, hierarchical structure.  Educational Psychologist, 20, 107-125.

Stasz, C., & Shavelson, R.J. (1985). Staff development for instructional uses of microcomputers. AEDS Journal, 19, 1-19.

Stasz, C., Shavelson, R.J., & Stasz, C. (1985). Teachers as role models:  Are there gender differences in microcomputer-based mathematics and science instruction?  Sex Roles:  A Journal of Research, 13, 149-164.

Webb, N.M. & Shavelson, R.J. (1985). Computers, education, and educational psychologists. Educational Psychologist, 20, 163-165.

Webb, N.M., & Shavelson, R.J. (1985).  Special issue: Computers and education.  Educational Psychologist, 20, 163-244.

Shavelson, R.J. (1983). On quagmires, philosophical and otherwise:  A reply to Philips. Educational Psychologist, 18, 81-87.

Shavelson, R.J. (1983). Review of research on teachers' pedagogical judgments, plans and decisions. The Elementary School Journal, 83(4), 392-413.

Shavelson, R.J. (1983, June). Voucher system not studied. Newsday.

Borko, H., & Shavelson, R.J. (1983). Speculation on teacher education:  Recommendations of research on teachers' cognitions.  Journal of Education for Teaching, 9(3), 210-224.  Translated and published as:  Especulaciones sobre la formacion del profesorado:  Recomendaciones de la investigacion sobre procesos cognitivos de los profesores.  In L.M. Villor-Angulo (Ed.) (1988). Conocimiento, Creencias Y Teorias De Los Profesores.  Alcoy, Spain: Marfil.

Stern, P., & Shavelson, R.J. (1983). Reading teachers' judgments, plans, and decision making. The Reading Teacher, 280-286.

Webb, N.M. & Shavelson, R.J. (1983). Multivariate generalizability theory.  In L.J. Fyans (Ed.), Generalizability theory:  New directions for testing and measurement. San Francisco:  Jossey-Bass.

Shavelson, R.J., & Bolus, R. (1982). Self-concept: Interplay of theory and methods. Journal of Educational Psychology, 74(1), 3-17.  [Also Rand Paper, P-6607.]

Webb, N.M., & Shavelson, R.J. (1982). Response to Nussbaum. Journal of Educational Measurement, 19(2), 157-158.

Shavelson, R.J. (1981). Teaching mathematics:  Contributions of cognitive research. Educational Psychologist, 16, 23-44.

Shavelson, R.J., & Porton, V.M. (1981). An information processing approach to research on mathematics learning and problem solving.  In S. Wagner & W.E. Geeslin (Eds.), Modeling mathematical cognitive development. ERIC Clearinghouse for Science, Mathematics and Environmental Education, Ohio State University, Columbus, Ohio, 95-129.

Shavelson, R.J. & Stern, P. (1981). Research on teachers' pedagogical thoughts, judgments, decisions, and behavior. Review of Educational Research, 51(4), 455-498.  [Reprinted in Giomeno, S.J. y Perez Gomez, A. (1983). La enseuausa:  Su theoria y su practica.  Madrid:  AKAL.  Also Rand Paper, P-6639.]

Shavelson, R.J., & Webb, N.M. (1981). Generalizability theory: 1973-1980. British Journal of Mathematical and Statistical Psychology, 34, 133-166.  [Also Rand Paper, P-6580.]

Borko, H., Shavelson, R.J., & Stern, P. (1981). Teachers' decisions in the planning of reading instruction. Reading Research Quarterly, 16, 449-466.  [Abstracted in Language and language behavior abstracts and sociological abstracts, 1981.]

Webb, N.M., & Shavelson, R.J. (1981). Multivariate generalizability of general educational development ratings.  Journal of Educational Measurement, 18(1), 13-22.

Webb, N.M., Shavelson, R.J., Shea, J., & Morello, E. (1981). Generalizability of general education development ratings of jobs in the U.S. Journal of Applied Psychology, 66, 186-191.

Shavelson, R.J. (1981). The Centronics 737 and accomplices. Applesauce, 2.4, 15-16.

Shavelson, R.J., Bolus, R., & Keesling, J.W. (1980). Self-concept:  Recent developments in theory and methods.  In D. Payne (Ed.), New directions for testing and measurement:  Recent developments in affective measurement.  San Francisco:  Jossey-Bass, 25-43.

Shavelson, R.J., & Maddahian, E. (1980, January). Individualizing instruction in quantitative subject-matters:  Capitalizing on aptitude by treatment interactions, ERIC #IR-007 623. [abstract in Resources in Education.]

Shavelson, R.J., & Stasz, C. (1980). Some methods for representing structure of concepts in prose material.  In J. Hartley (Ed.), The psychology of written communication. New York:  Nichols.

Shavelson, R.J., & Stuart, K.R. (1980). Application of causal modeling to the validation of self-concept interpretations of test scores. In M.C. Lynch, et al. (Eds.), Self-Concept. Boston:  Ballinger Press.

Shavelson, R.J. (1979). Applications of cluster analysis in educational research:  Looking for a needle in a haystack. British Educational Research Journal, 5, 45-53.

Shavelson, R.J. & Borko, H. (1979). Research on teachers' decisions in planning instruction. Educational Horizons, 57, 183-189.

Borko, H., Cone, R., Russo, N.A., & Shavelson, R.J. (1979). Teachers' decision making. In P.L. Peterson & H.J. Walberg (Eds.), Research on teaching:  Concepts, findings and implications. Berkeley, CA:  McCutchan Publishing Corporation.

Borko, H., & Shavelson, R.J. (1978). Teachers' sensitivity to the reliability of information in making causal attributions in an achievement situation. Journal of Educational Psychology, 70, 270-299.

Erlich, O., & Shavelson, R.J. (1978). The search for correlations between measures of teacher behavior and student achievement:  Measurement problem, conceptualization problem, or both?  Journal of Educational Measurement, 15, 77-89.

Shavelson, R.J., & Atwood, N. (1977). Generalizability of measures of teaching process. In G.F. Borich (Ed.), The appraisal of teaching: Concepts and process. Reading, Massachusetts: Addison-Wesley.

Shavelson, R.J., & Atwood, N. (1977). Teachers' estimates of student states of mind. British Journal of Teacher Education, 3, 131-138.  [Another (earlier) version was published as Shavelson, R.J., Teachers' estimates of student 'states of mind' and behavior, in Journal of Teacher Education, 29, 1978, 37-40, without permission of the author.]

Shavelson, R.J., Atwood, N., & Borko, H. (1977). Experiments on some factors contributing to teachers' pedagogical decisions.  Cambridge Journal of Education, 7, 51-70.

Shavelson, R.J., Burstein, L., & Keesling, W.J. (1977). Methodological considerations in interpreting research on self-concept. Journal of Youth and Adolescence, 6, 295-307.

Shavelson, R.J., Cadwell, J., & Izu, T. (1977). Teachers' sensitivity to the reliability of information in making pedagogical decisions. American Educational Research Journal, 14, 83-97.

Shavelson, R.J., & Russo, N.A. (1977). Generalizability of measures of teacher effectiveness. Educational Research, 3, 171-183.

Keesling, J.W., & Shavelson, R.J. (1977). Apples and oranges:  Obtaining meaningful cross-program evaluations.  Studies in Educational Evaluation, 3, 39-45.

Shavelson, R.J. (1976). Teachers' decision making. In N.L. Gage (Ed.), The psychology of teaching methods, Seventy-Fifth Yearbook of the National Society for the Study of Education, Part I. Chicago:  University of Chicago Press.

Shavelson, R.J., & Dempsey-Atwood, N. (1976). Generalizability of measures of teacher behavior. Review of Educational Research, 46, 553-612.

Shavelson, R.J., Hubner, J.J., & Stanton, G.C. (1976). Self-concept:  Validation of construct interpretations. Review of Educational Research, 46, 407-441.  [Reprinted in R. Singer, Teaching Physical Education:  A Systems Approach.  Houghton-Mifflin, New York, 1980; portions reprinted in M.J. Dembo, Teaching for Learning (2nd Ed.), Goodyear, Santa Monica, 1981.]

Atwood, N., & Shavelson, R.J. (1976). An empirical test of predictions based on a semantic processing and a generative mode of encoding. Journal of Educational Research, 70, 106-111.

Clark, C.M., Snow, R.E., & Shavelson, R.J. (1976). Three experiments on learning to teach. Journal of Teacher Education, 27, 174-180.  [Also Research and Development Memorandum No. 140, Stanford Center for Research and Development in Teaching, December 1975.]

Erlich, O., & Shavelson, R.J. (1976).  The application of generalizability theory to the study of teaching (Technical Report 76-9-1, Beginning Teacher Evaluation Study). San Francisco: Far West Laboratory.

Erlich, O., & Shavelson, R.J. (1976). Generalizability of measures:  A computer program for two- and three-facet designs. Behavior Research Methods and Instrumentation, Vol. 8.

Stasz, C., Shavelson, R.J., Cox, D.L., & Moore, C.A. (1976). Field-independence and the structuring of knowledge in a social studies minicourse. Journal of Educational Psychology, 68, 550-558.

Shavelson, R.J., & Dempsey, N. (1975). Generalizability of measures of teacher effectiveness and teaching process. (Technical Report #75-4-2, Beginning Teacher Evaluation Study). San Francisco: Far West Laboratory for Educational Research and Development.

Shavelson, R.J., & Geeslin, W.E. (1975). A method for examining subject-matter structure in written material. Journal of Structural Learning, 4, 199-218.

Shavelson, R.J., & Lee, H. (1975). RCMATDIF-A Fortran program to calculate the relatedness coefficient matrices on a verbal relatedness task and to compare the mean matrix of one group of subjects to another with Hotellings's T2. Behavior Research Methods and Instrumentation, 7, 311-312.

Shavelson, R.J., & Stanton, G.C. (1975). Construct validation:  Methodology and application to three measures of cognitive structure. Journal of Educational Measurement, 12, 67-85.

Geeslin, W.E., & Shavelson, R.J. (1975). Comparison of content structure and cognitive structure in high school students' learning of probability. Journal of Research in Mathematics Education, 6, 109-120.

Geeslin, W.E., & Shavelson, R.J. (1975). An exploratory analysis of the representation of a mathematical structure in students' cognitive structures. American Educational Research Journal, 12, 21-39.

Shavelson, R.J. (1974). Methods for examining representations of a subject-matter structure in a student's memory. Journal of Research in Science Teaching, 11, 231-249.

Shavelson, R.J. (1974). Some methods for examining content structure and cognitive structure in instruction. Educational Psychologist, 11, 110-122.

Shavelson, R.J., Beckum, L., & Brown, B. (1974). A criterion-sampling approach to selecting patrolmen. Police Chief, 16, 55-61.

Shavelson, R.J., Berliner, D., Ravitch, M., & Loeding, D. (1974). Effects of position and type of question on learning from prose material: Interaction of treatments with individual differences in learners. Journal of Educational Psychology, 65, 40-48.

Shavelson, R.J., & Trinchero, R.L. (1974). Teacher survival from the perspective of the training institution. California Journal of Educational Research, 25, 161-179.

Lundgren, R.E., & Shavelson, R.J. (1974). The effects of listening training on teacher listening and discussion skills. California Journal of Educational Research, 25, 205-218.

Shavelson, R.J. (1973, February). The basic teaching skill:  Decision making. (Research and Development Memorandum No. 104) Stanford, CA: Stanford Center for Research and Development in Teaching.

Shavelson, R.J. (1973, March). Facet design and the identification of alternative measurement methods in the multitrait-multimethod approach to construct validation. (Memorandum) Stanford, CA: Stanford Center for Research and Development in Teaching.

Shavelson, R.J. (1973). Learning from physics instruction. Journal of Research in Science Teaching, 10, 101-111.

Shavelson, R.J. (1973). What is the basic teaching skill?  Journal of Teacher Education, 14, 144-151.

Shavelson, R.J., Beckum, L., Brown, B., & Williams, C. (1973, November). Test plan for the patrolman's examination. (Technical report completed under contract to the San Francisco Civil Service Commission.)

Shavelson, R.J., & Trinchero, R.L. (1973, September).  Teacher survival from the perspective of the training institution, (Research and Development Memorandum 112)  Stanford, CA: Stanford Center for Research and Development in Teaching.

Shavelson, R.J. (1972). Some aspects of the correspondence between content structure and cognitive structure in physics instruction. Journal of Educational Psychology, 63, 225-234.

Shavelson, R.J., Berliner, D.C., Ravitch, M.M., & Loeding, D. (1972, December).  The effects of position and type of questioning on learning from prose: The interaction of treatments with individual differences in learners. (Research and Development Memorandum No. 93)  Stanford, CA: Stanford Center for Research and Development in Teaching.

Shavelson, R.J., Block, J., & Ravitch, M. (1972). Criterion-referenced testing:  Comments on reliability. Journal of Educational Measurement, 9, 133-137.

Shavelson, R.J. (1971, February). The theory of directed graphs:  Some applications to research on teaching. (Research and Development Memorandum No. 71)  Stanford, CA: Stanford Center for Research and Development in Teaching.

Shavelson, R.J., & Munger, M.R. (1971). Individualized instruction:  A systems approach. Journal of Educational Research, 63, 263-268.

Shavelson, R.J. (1970).  Some aspects of the relationship between content structure and cognitive structure in physics instruction, doctoral dissertation, Stanford University.

Wallace, R.C., & Shavelson, R.J. (1970, January).  A systems analytic approach to evaluation:  A heuristic model and its application (Program Report No. 103). Syracuse, NY: Eastern Regional Institute for Education.

Seminara, J.L., & Shavelson, R.J. (1969). Effectiveness of space crew performance subsequent to sudden sleep arousal. Aerospace Medicine, 40, 123-132.

Shavelson, R.J. (1968). Lunar gravity stimulation and its effect on man's performance. Human Factors, 10, 393-402.  [A portion of this paper is reprinted in Bass, B.M., & G. Barrett, People, Work, and Organizations:  An Introduction to Industrial and Organizational Psychology. Boston:  Allyn & Bacon].

Shavelson, R.J., & Seminara, J.L. (1968). Effect of lunar gravity on man's performance of basic maintenance tasks. Journal of Applied Psychology, 52, 177-183.

Seminara, J.L., & Shavelson, R.J. (1968). Simulating the lunar environment. Journal of Astronautical Sciences, 15, 59-70.

Parsons, S.O., Shavelson, R.J., & Seminara, J.L. (1967). Sensory discrimination and attitudes toward water reclaimed from urine. Aerospace Medicine, 38, 905-908.

Seminara, J.L., Shavelson, R.J., & Parsons, S.O. (1967). A day's work on the moon. Machine Design, 28-30.

Seminara, J.L., Shavelson, R.J., & Parsons, S.O. (1967). Effect of reduced pressure on human performance. Human Factors, 9, 409-418.

Seminara, J.L., Shavelson, R.J., & Parsons, S.O. (1967). A lunar environment simulation test bed. SAE Aerospace Systems Conference, 421-428.

 

Reviews

Shavelson, R.J. (1978). Cybernetics, psychology and instruction as translated from Russian into algorithms and heuristics. [Review of Instructional regulation and control: Cybernetics, algorithmization and heuristics in education by L.N. Landa (edited by F.F. Kopstein and translated by S. Desch)]. Contemporary Psychology, Vol. 23, 321-322.

Shavelson, R.J. (1977). [Review of From mass to universal education: The experience of the state of California and its relevance to European education in the year 2000, by G. Benueniste, & C. Benson.] International Review of Education, Vol. XXIII, 163-164.

Shavelson, R.J. (1974). Teaching about educational research: The trade-off between bandwidth and fidelity. [Review of Educational research: An introduction, Second edition, by W. R. Borg & M.D. Gall.] Contemporary Psychology, Vol. 19, 299-301.

Shavelson, R.J. (1972). Theoretical and philosophical issues in educational psychology. [Review of Guiding learning: Readings in educational psychology.] Contemporary Psychology, Vol. 17, 275-276.

 

SELECTED PAPER PRESENTATIONS AND INVITED TALKS

Klein, S., Kuh, G., Shavelson, R.J., & Chun, M. (Submitted). The Search for “Value-Added”: Assessing and Validating Selected Higher Education Outcomes.  Annual meeting of the American Educational Research Association, Chicago.

Naughton, B.A., Suen, A.Y., & Shavelson, R.J. (2003). Accountability for what? Understanding the learning objectives in state higher education accountability programs. Annual meeting of the American Educational Research Association, Chicago.

Vanides, J. Yin, Y., Ayala, C., & Shavelson, R. (Submitted).  Concept Mapping for Science Assessment: A Comparison of Constructed- and Selected-Response Approaches.  Annual meeting of the American Educational Research Association, Chicago.

Shavelson, R.J. (April 2002).  Assessment & Evaluation.  Invited presentation, National Park System’s Leadership Symposium, San Diego.

Shavelson, R.J., Feuer, M.J., Lagemann, E.C., DeHaan, R.L., Eisenhardt, M., & Weiss, C.H. (April 2002).  Scientific Research in Education.  Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

Ayala, C.C., Yin, Y., Shavelson, R.J., & Vanides, J. (April 2002). Investigating The Cognitive Validity Of Science Performance Assessment With Think Alouds: Technical Aspects.  Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

Yin, Y., Ayala, C.A., & Shavelson, R.J. (April 2002). Hands-on or Minds-on: Cognitive Activities in Performance Assessments.  Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

Shavelson, Richard J. (September 4, 2001). Recent Developments in Assessment.  Invited talk, Faculty of Education, University of Helsinki, Helsinki, Finland.

Shavelson, Richard J. (August 29, 2001). Recent Developments Linking (Science) Teaching, Learning and Assessment.  Invited talk at European Association for Research on Learning and Instruction (EARLI), at Fribourg, Switzerland.

Shavelson, R.J. (April 11, 2001). Panelist, Science Education in the 21st Century: Pushing the Envelope on Student Assessment.  Illinois Mathematics and Science Academy, Chicago, IL.

Shavelson, R.J. (April 11, 2001).  Embedded and Formative Assessment. Invited talk, Science Education in the 21st Century: Pushing the Envelope on Student Assessment.  Illinois Mathematics and Science Academy, Chicago, IL.

Li, M. & Shavelson, R.J. (April 12, 2001).  Examining the links between science achievement and assessment.  Paper presented at the annual meeting of the American Educational Research Association, Seattle.

Shavelson, R.J. (April 13, 2001).  Contributions to generalizability theory: Indirect but strong effects through mentoring . Paper presented at the annual meeting of the American Educational Research Association, Seattle.

Shavelson, R.J. (April 13, 2001).  The life of Bill Russell and Good Times for AERA.  Invited presentation, annual meeting of the American Educational Research Association, Seattle.

Shavelson, R.J. (February 28, 2001). Reflections on Achievements in Teaching, Learning and Assessment. Invited Address, College of Education, Arizona State University.

Shavelson, R.J. (February 28, 2001). Conceptual and Methodological Issues in Assessment of Achievement.  Invited Seminar, College of Education, Arizona State University.

Shavelson, R.J. & Ruiz-Primo, M.A. (2000, June). Windows into the mind. Invited talk at the University of Ancona, Ancona, Italy.

Shavelson, R.J. (2000, May). Trends in science assessment: Linking methods to facets of achievement. Invited talk to the Department of Educational Measurement, Umea University, Sweden.

Ayala, C.C. & Shavelson, R.J. (2000, April). New dimensions for performance assessments. Paper presented at the American Educational Research Association (AERA) Annual Meeting, New Orleans.

Ham, H.P., Shavelson, R.J., Reinhart, M.A. & Bianchi, L.J. (2000, April). Using compensatory and conjunctive scoring approaches with a medical certification oral examination. Paper presented at the National Council on Measurement in Education (NCME) Annual Meeting, New Orleans.

Min Li, Ruiz-Primo, M.A., Ayala, C.C., Shavelson, R.J. (2000, April). Study of the reliability and validity of inferring students’ understanding from their science journals. Paper presented at the American Educational Research Association (AERA) Annual Meeting, New Orleans.

Ruiz-Primo, M.A., Li, M., Ayala, C.C., & Shavleson, R.J. (2000, April). Students’ science journals as an assessment tool.  Paper presented at the American Educational Research Association (AERA) Annual Meeting, New Orleans.

Shavelson, R.J. (2000, March). On balancing accountability and learning goals in assessing science achievement. Invited talk for the Washington Educational Research Association (WERA) Research Conference, Seattle, WA.

Shavelson, R.J. (2000, March). Accountability issues from invited talk & generalizability of performance measurements. Invited breakout session for the Washington Educational Research Association (WERA) Research Conference, Seattle, WA.

Shavelson, R.J. (2000, February). Some (nutty) ideas about evaluation. Invited talk at Lawrence Hall of Science, University of California, Berkeley.

Shavelson, R.J. (1999, December). Into the new millennium: Possible futures for assessing educational achievement. Invited talk at the Malaysia Educational Research Association/Singaporian Educational Research Association’s joint conference, Malacca, Malaysia. (Also used (2000, January) Possible futures for assessing educational achievement. Invited talk for the Learning Research and Development Center, Pittsburgh, PA)

Shavelson, R.J. (1999, November). On the future of technology in education: Designing technology intensive learning environments.  Invited talk to the National Institute of Education, Singapore.

Ruiz-Primo, M.A. & Shavelson, R.J. (1999, November). Student science journals as a staff development tool. Invited presentation to the San Francisco Unified School District, San Francisco.

Shavelson, R.J. (1999, September). Accountability in higher education: Deja vu all over again. Presentation at the CRESST National Conference, University of California, Los Angeles.

Shavelson, R.J. (1999, May). On linking assessment to a cognitive model of science achievement. Invited talk to Berkeley Evaluation and Assessment Research (BEAR), Berkeley, CA.

Ruiz-Primo, M.A., Schultz, S.E., Li, M. & Shavelson, R.J. (1999, April). On the cognitive validity of interpretations of scores from alternative concept-mapping techniques. Paper presented at the American Educational Research Association (AERA) Annual Meeting, Montreal, Quebec.

Ruiz-Primo, M.A., Li, M., Ayala, C. & Shavelson, R. J. (1999, March). Student science journals and the evidence they provide: Classroom learning and opportunity to learn.  Paper presented at the National Association for Research in Science Teaching (NARST) Annual Meeting, Boston, MA.

R.J. (1998, October). On assessment and evaluation in science education reform. Presentation to Bay Area Schools for Excellence in Education (BASEE), Palo Alto, CA.

Backman, J., Hardy, C. & Shavelson, R.J. (1998, July). Assessing student learning. Presentation to the California LASER K-8 Science Education Strategic Planning Institute.

Shavelson, R.J. (1998, June). On linking assessment of learning with sustainable development. Invited address at the Conference on Sustainable Development, Rantasalmi, Finland.

Ruiz-Primo, M.A., Schultz, S.E., Li, M. & Shavelson, R.J. (1998, April). Comparison of the reliability and validity of scores from two concept-mapping techniques. Paper presented at the American Educational Research Association (AERA) Annual Meeting, San Diego, CA.

Ruiz-Primo, M.A., Wiley, E.W., Rosenquist, A., Schultz, S.E., Shavelson, R.J., Hamilton, L. & Klein, S.P. (1998, April). Performance assessment in the service of evaluating science education reform. Paper presented at the National Council on Measurement in Education (NCME) Annual Meeting, San Diego, CA.

Shavelson, R.J. (1997, December). On standards, testing & school reform: Lessons from the U.S. & U.K. Invited talk for state education officers, Washington D.C.

Shavelson, R.J. (1997, August). What America can do to improve math and science education: Lessons from the Second and Third International Mathematics and Science Studies. Invited talk for the Fellowship Forum, Palo Alto, CA.

Solano-Flores, G., Shavelson, R.J., Ruiz-Primo, M.A., Schultz, S.E., Wiley, E.W., Brown, J.H. (1997, March). On the development and scoring of classification and observation science performance assessments. Paper presented at the American Educational Research Association (AERA) Annual Meeting, Chicago, IL.

Ruiz-Primo, M.A., Shavelson, R.J. & Schultz, S.E. (1997, March). On the validity of concept map-base assessment interpretations: An experiment testing the assumption of hierarchical concept maps in science. Paper presented at the American Educational Research Association (AERA) Annual Meeting, Chicago, IL.

Shavelson, R.J. (1996, November). Curriculum and instruction, yes... but don’t forget assessment! Invited address, The Hong Kong Educational Research Association.

Shavelson, R.J. (1996, October). On a framework for science performance assessment. Presentation, Kings Seminar, School of Education, Kings College, London.

Shavelson, R.J. (1996, June). Science performance assessment. Keynote address at Santa Clara Unified School District, Santa Clara, CA.

Shavelson, R.J. (1996, May). Assessment in education. Invited talk at an education roundtable at the William and Flora Hewlett Foundation, Menlo Park, CA.

Shavelson, R.J. (1996, April). Performance assessment in science: Rhetoric and reality. Invited address to the Association of State Supervisors of Mathematics, San Diego, CA.

Haertel, E.H. & Shavelson, R.J. (1996, April) The effects of measurement error on the trustworthiness of examinee classifications. Paper presented at the American Educational Research Association (AERA) Annual Meeting, New York, NY.

Ruiz-Primo, M.A., Schultz, S.E., & Shavelson, R.J. (1996, April). Concept map-based assessment in science: An exploratory study. Paper presented at the American Educational Research Association (AERA) Annual Meeting, New York, NY.

Druker, S.L, Solano-Flores, G., Brown, J.H. & Shavelson, R.J. (1996, April). A comparison of two approaches to scoring science performance. Paper presented at the American Educational Research Association (AERA) Annual Meeting, New York, NY.

Ruiz-Primo, M.A. & Shavelson, R.J. (1996, April). From one-shot to in-school learning teacher enhancement programs. Paper presented at the American Educational Research Association (AERA) Annual Meeting, New York, NY.

Ruiz-Primo, M.A. & Shavelson, R.J. (1996, April). Concept map-based assessment in science.  Paper presented at the American Educational Research Association (AERA) Annual Meeting, New York, NY.

Gao, X., Shavelson, R.J., Brennan, R.L., & Baxter, G.P. (1996, April). A multivariate generalizability theory approach to convergent validity of performance-based assessment.  Paper presented at the annual meeting of the National Council on Measurement in Education, New York, NY.

Shavelson, R.J. (1996, February). Role of assessment in science curriculum reform.  Invited workshop presentation, C & TE Research in Progress Seminar, Stanford.

Shavelson, R.J. (1996, January). Public school education reform in teaching and assessment.  Invited workshop presentation, California Association of Independent School.

Shavelson, R.J. (1995, November) Performance assessment: An update on rhetoric.  Invited talk to the World Bank, Washington, D.C.

Shavelson, R.J. (1995, November & December). Performance measures in science: Rhetoric and reality.  Invited talk presented at the Rand/NSF Conference on Performance Assessment in Science and Mathematics, Washington, D.C.

Shavelson, R.J. (1995, November). Education standards: Reform and students’ performance. Presentation to the Stanford Club of Washington, D.C.

Shavelson, R.J. (1995, August). On a science performance assessment technology: Implications for the future of NAEP. Paper presented to the National Academy of Education.

Shavelson, R.J. (1995, August). Project-based learning in education. Comments at the International Workshop on Project-Based Learning, Stanford, CA.

Shavelson, R.J. (1995, July & June). Educational innovations: rhetoric, reality, and the future. Invited talk to the University Rotary Club, Stanford, CA. and the Palo Alto Rotary Club, Palo Alto, CA.

Shavelson, R.J. (1995, May). Transferring assessment technology to teachers.  Invited talk, National Science Foundation, Washington, D.C.

Shavelson, R.J. (1995, May). Assessment of science curriculum.  Invited talk given to the Presidents’ Circle of the National Academy of Sciences, Institute of Medicine, San Francisco.

Ruiz-Primo, M.A. & Shavelson, R.J. (1995, April). Concept maps as potential alternative assessments in science.  Paper presented at the American Educational Research Association (AERA) Annual Meeting, San Francisco, CA.

Solano-Flores, G. & Shavelson, R.J. (1995, April). Practical and logistical issues in science performance assessment development and administration.  Paper presented at the Annual Meeting of the American Educational Research Association (AERA), San Francisco, CA.

Ruiz-Primo, M.A. & Shavelson, R.J. (1995, April) Rhetoric and reality in science performance assessments: An update. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), San Francisco, CA.

Shavelson, R.J. (1995, March). Assessment of performance in California’ schools: Where to now? Invited talk, Superintendents’ Roundtable, Santa Barbara, CA.

Shavelson, R.J. (1995, March). Science education reform in Pasadena. Invited talk, Stanford Women’s of Pasadena, Pasadena, CA.

Shavelson, R.J. (1994, October). A program of research on performance assessment. Invited talk, Seminar Fur Wirtschaftspadagogik, Georg-August-Universitat, Gottingen, Germany.

Shavelson, R.J. (1994, October). On evaluating educational quality: From national indicators to instructional programs. Invited lectures to the faculty of education, University of Helsinki, Helsinki, Finland.

Shavelson, R.J. (1994, August). Some recent developments in testing and psychometrics.  Invited Talk, Korean Psychometric Society, Korean Educational Development Institute, Seoul, Korea.

Shavelson, R.J., & Brown, J.H. (1994, August). Gifted education in the United States: Beliefs, research, and policy.  Keynote Address, Third Asia-Pacific Conference on Giftedness, Sheraton Walker Hill Hotel, Seoul, Korea.

Shavelson, R.J. (1994, May). Contributions of research to policy and practice.  Invited talk, University of Asmara, Asmara, Eritrea.

Shavelson, R.J. (1994, May). Research program: On science & mathematics assessment reform. Invited talk, Stanford University, Stanford, CA.

Ruiz-Primo, M.A., Shavelson, R.J., & Baxter, G.P. (1994, April). Evaluation of a prototype teacher enhancement program to transfer performance assessment technology.  Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.

Solano-Flores, G., Jovanovic, J., & Shavelson, R.J. (1994, April). Development of an item shell for the generation of performance assessments in physics. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.

Solano-Flores, G., & Shavelson, R.J. (1994, April). Binary-based versus weight-based scoring in science performance assessments. Paper presented at the Annual Meeting of the National Council on Measurement in Education, New Orleans.

Solano-Flores, G., & Shavelson, R.J. (1994, April). Evaluation of a model for generating science performance assessments. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.

Druker, S.L. & Shavelson, R.J. (1994, April). Effects of performance assessment and two other state policy instruments on elementary school teachers’ implementation of science reform goals. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.

Gao, X., Brennan, R.L. & Shavelson, R.J. (1994, April). Estimating generalizability of matrix-sampled science performance assessments. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.

Shavelson, R.J. (1994, March & February). Performance assessment in mathematics and science: Consistencies and curiosities.  Invited address, Monash University, Melbourne, Australia and University of Arizona, AZ.

Shavelson, R.J. (1994, March). On concept maps as potential 'authentic' assessments in science. Invited address, Monash University, Melbourne, Australia.

Shavelson, R.J. (1993, September). Sampling variability and content validity of performance assessments. Paper presented at the 5th meeting of the European Association for Research on Learning and Instruction, Aix-en-Provence, France.

Baxter, G.P., & Shavelson, R.J. (1993, September). Exchangeability of science performance assessments. Paper presented at the 5th meeting of the European Association for Research on Learning and Instruction, Aix-en-Provence, France.

Shavelson, R.J. (1993 June & July). Assessing student learning in science. Paper presented to the National Science Resource Center's Leadership Institutes, Smithsonian Institution, Washington D.C.

Shavelson, R.J. (1993, June). Hands-on job performance measurement & the JPM Project:  A NAS committee perspective. Paper presented at the Workshop for Accession Policy:  Modeling Cost/Performance Trade-Offs, Committee on Military Enlistment Standards, National Academy of Sciences/National Research Council, Commission on Behavioral and Social Sciences and Education, Hunt Valley, Maryland.

Shavelson, R.J. (1993, April). Assessment of learning in elementary science. Paper presented at the National Association for Research in Science Teaching, Atlanta, Georgia.

Gao, X., Shavelson, R.J., & Baxter, Gail P. (1993, April). Generalizability of a state-wide performance assessment. Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta, Georgia.

Shavelson, R.J. (1993, April). Science assessment: The California assessment program and the University of California, Santa Barbara. Symposium, National Association for Research in Science Teaching, Atlanta, GA.

Ruiz-Primo,  M.A., Shavelson, R.J., & Baxter, G.P. (1993, April). An approach to formative evaluation for teacher enhancement programs. Paper  presented at the Annual Meeting of the American Educational Research Association, Atlanta, Georgia.

Baxter, G.P. & Shavelson, R.J. (1993, March). Assessment of elementary students’ hands-on science. Paper presented at the NSRC Working Conference for Scientists and Engineers, San Francisco, CA.

Shavleson, R.J. & Baxter, G.P. (1993, February). Performance assessments in science education reform: Research and teacher enhancement. Presentation to the National Science Foundation, Washington D.C.

Shavelson, R.J. (1993, January). On the role of indicators in educational reform.  Keynote address, Educational Quality Indicators Conference, Edmonton, Alberta, Canada.

Shavelson, R.J. (1993, January). On performance assessments in mathematics and science:  Consistencies and curiosities.  Invited Address, American College Testing Program, Iowa City, IA.

Shavelson, R.J. (1992, November). Assessment and accountability: Rhetoric and reality. Invited address, Conference on Assessment and Accountability, Jerusalem, Israel.

Shavelson, R.J. (1992, November). California assessment program:  1992 science assessment. Presentation to the Mathematics and Science Education Seminar, The Hebrew University, Jerusalem, Israel.

Shavelson, R.J. (1992, September). Designing validity studies.  Presented at the National Center for Research on Evaluation, Standards, and Student Testing, University of California, Los Angeles, CA.

Baxter, G.P. & Shavelson, R.J. (1992, July). Assessing student learning in science. Paper presented at the NSRC Elementary Science Leadership Institute, Washington D.C.

Shavelson, R.J., & Baxter, G.P. (1992, May). On the symmetry of teaching and testing: Implications for teachers’ instructional decisions. Invited address, Faculty of Education, University of Helsinki, Helsinki, Finland.

Shavelson, R.J., & Baxter, G.P. (1992, May). Research on performance assessments in science. University of Tampere, Tampere, Finland.

Shavelson, R.J. (1992, April). An overview of the basic design. Paper presented at the Annual Meeting of the National Council on Measurement in Education, San Francisco, CA.

Baxter, G.P., & Shavelson, R.J. (1992, April). Exchangeability of science performance assessments. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Ruiz-Primo, M.A., Baxter, G.P., & Shavelson, R.J. (1992, April). Evaluating the stability of hands-on science assessments. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Shavelson, R.J., & Baxter, G.P. (1992, March). New frontiers in the assessment of student learning in science: Rhetoric and reality. Paper presented at the Working Conference on Precollege Science Education for Scientists and  Engineers, California Institute of Technology.

Shavelson, R.J. & Baxter, G.P. (1992, February). Performance assessments in science: Rhetoric and reality. Presentation to PUSD Principals, Pasadena, CA.

Shavelson, R.J. (1992, January). A possible model for student assessment in California. CEPS-PACE seminar, Sacramento, CA.

Baxter, G.P. & Shavelson, R.J. (1991, December). Exchangeability of science performance assessments. Presentation to NAEP Design and Analysis Committee.

Shavelson, R.J. & Baxter, G.P. (1991, October). On the rhetoric and reality of national, state, & local assessment reform. Presentation to the California Club, Los Angeles.

Shavelson, R.J., Baxter, G.P., and Pine, J. (1991, September). Performance assessments: Political rhetoric and measurement reality. Invited address, Conference on Mehrdimensionale Lehr-Lern-Arrangements:  Lernen, Denken, Handeln in Komplexen Okonomischen Situationen, Gottingen, Germany.

Shavelson, R.J. (1991, May). Alternative assessments in mathematics and science. Presentation to the TIMSS Working Group on Alternative Assessment, University of British Columbia, Vancouver, B.C.

Shavelson, R.J. (1991, April). “Authentic” assessment: The rhetoric and the reality. Talk presented at the Annual Meeting of the American Educational Research Association, Chicago.

Baxter, G.P., Shavelson, R.J., Marsh, M., Whisenand, S., & Dixon, C. (1991, April). Toward a technology for assessing mathematical understanding and problem solving. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago.

Shavelson, R.J., Baxter, G.P., Pine, J., & Yure, J. (1991, April). Alternative technologies for assessing science understanding. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago.

Shavelson, R.J., Baxter, G.P., Pine, J., & Yure, J. (1991, April). New technologies for large-scale science assessments: Instruments of educational reform. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago.

Pine, J., Baxter, G., & Shavelson, R.J. (1991, March). Assessments for hands-on elementary science curricula. Paper presented at the National Science Teachers Association National Convention, Houston.

Shavelson, R.J. (1990, December). Application of indicator models to IEA studies. Paper presented at Workshop to Develop Policy Issues for the Third International Mathematics and Science Survey, The Hague, The Netherlands.

Shavelson, R.J., & Baxter, G.P. (1990, December). On measuring the quality of mathematics and science education: Achievement indicators. Paper presented at SVO conference on quality of education and how to assess it, The Hague, The Netherlands.

Shavelson, R.J. & Baxter, G. P. (1990, October). What alternative assessments look like in science. Paper presented at The Promise and Peril of Alternative Assessment Conference, U.S. Department of Education, Washington, D.C.

Shavelson, R.J., & Baxter, G.P. (1990, August). The symmetry of teaching and testing:  Implications for teachers' instructional decisions.  Paper presented at the International Symposium on Research on Effective and Responsible Teaching, Fribourg, Switzerland.

Shavelson, R.J. (1990, May). Assessment and educational reform: Opening remarks. Remarks at the National Academy of Sciences/National Research Council Commission on Behavioral and Social Sciences and Education Conference on Evaluating Education Reform, University of California, Irvine, CA.

Shavelson, R.J. (1990, April). Can indicator systems improve the effectiveness of mathematics and science education? The case of the U. Paper presented at the Annual Meeting of the American Educational Research Association, Boston.

Shavelson, R.J., Pine, J., Yure, J., Goldman, S.R., & Smith, B. (1990, April). Performance indicators for large-scale science assessment. Paper presented at the Annual Meeting of the American Educational Research Association, Boston.

Baxter, G.P. & Shavelson, R.J. (1990, April). Evaluation of procedure-based scoring for hands-on science assessment. Paper presented at the Annual Meeting of the American Educational Research Association, Boston.

Shavelson, R.J., Pine, J., Goldman, S.R., Baxter, G.P., & Hine, M.S. (1989, June). New technologies for assessing science achievement. Paper presented at the Annual Meeting of the American Psychological Society, Washington D.C.

Shavelson, R.J. (1989, April). On the content representativeness of job performance measurements. Paper presented at the Annual Meeting of the Society for Industrial and Organizational Psychology, Boston.

Shavelson, R.J. (1989, January). School choice: On politics and the research knowledge base. Talk presented to the Santa Barbara Chapter of Phi Delta Kappa, Santa Barbara, CA.

Shavelson, R.J. (1988, May). Achievement indicators: New options for a powerful policy instrument. Invited address, Pennsylvania Educational Research Association, Harrisburg, PA.

Shavelson, R.J. (1988, April). Contributions of research to policy and practice: Constructing, challenging, changing cognition. Presidential address presented at the Annual Meeting of the American Educational Research Association, New Orleans.

Abedi, J., & Shavelson, R.J. (1988, April). Fractional factorial design: Its stability of estimate and its sensitivity to the violation of ANOVA assumptions. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.

Shavelson, R.J. (1988, March). A multifaceted academic self-concept: its hierarchical structure and relation to academic achievement. Invited address, Max Planck Institute for Psychological Studies, Munich, Germany.

Shavelson, R.J. (1988, March). Contributions of research to policy and practice: A view from the United States. Invited address presented at the biannual meeting of the German Educational Research Association, Saarbrucken, Germany.

Shavelson, R.J. (1988, March). Symbolic encoding specificity in science problem solving. Invited address, Institut fur Eriehungswissenschaft und Padagogische Psychologie, Universitat der Bundeswehr Munchen, Munich, Germany.

Shavelson, R.J. (1988, March). Teaching mathematical problem solving: Insights from teachers and tutors. Invited address, Faculty of Economics, Gottingen University, Gottingen, Germany.

Shavelson, R.J. (1987, August). Generalizability theory: New developments and novel applications. Invited Division 5 address, Annual Meeting of the American Psychological Association, New York.

Shavelson, R.J. (1987, April). Historical and political considerations in developing a national indicator system. Paper presented at the Annual Meeting of the American Educational Research Association, Washington, D.C.

Shavelson, R.J., Webb, N.M., Shemish, M. & Yang, J.W. (1987, April). Translation among symbolic representations in problem-solving. Paper presented at the Annual Meeting of the American Educational Research Association.

Shavelson, R.J. (1986, June). Interactive decision making: Some thoughts on teacher cognition. Invited address, I Congreso Internacional, "Pensamientos de los Profesores y Toma de Decisiones," Seville, Spain.

Shavelson, R.J., & J. Oakes. (1986, April). Monitoring science and mathematics education: Considerations from a project in progress. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.

Byrne, B.M., & R.J. Shavelson. (1986, April). On gender differences in the structure of adolescent self-concept. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.

Short, L.M., R.J. Shavelson, & N.M. Webb. (1986, April). Issues in multivariate generalizability: Weighting schemes and dimensionality. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.

Webb, N.M., R.J. Shavelson, & J. Hotta. (1986, April). Alternative designs for examining exchangeability of student outcomes from telecourses. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.

Schlossman, S.L., C. Stasz, R.J. Shavelson, J.Y. Hotta, S. Goldstein, & N.M. Webb. (1986, April). High load, low road: The politics of telecourse evaluation. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.

Stasz, C., S.L. Schlossman, R.J. Shavelson, J.Y. Hotta, S. Goldstein, & N.M. Webb. (1986, April). Student outcomes from regular and telecourse instruction. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.

Shavelson, R.J. (1985, April). Schemata and teaching routines: A historic perspective. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago.

Shavelson, R.J. (1985, April). The measurement of cognitive structure. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago.

Shavelson, R.J. (1984, August). Patterns of teachers' microcomputer-based mathematics and science instruction. Invited address, Division 15, Annual Meeting of the American Psychological Association, Toronto.

Shavelson, R.J. (1984, April). Application of generalizability theory to measurements from hierarchical populations. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.

Feibel, W., A.E. Robyn, S. Shaha, R.J. Shavelson, C. Stasz, & J.D. Winkler. (1984, April). Teacher friendly courseware. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.

Winkler, J.D., R.J. Shavelson, C. Stasz, A.E. Robyn, & W. Feibel. (1984, April). How effective teachers use microcomputers for instruction. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.

Stasz, C., J.D. Winkler, R.J. Shavelson, A.E. Robyn, & W. Feibel. (1984, April). Staff development for instructional uses of microcomputers: The teachers' perspective. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.

Shavelson, R.J. (1983, February). The computer and its impact on education, fantasies, facts, and futures. Talk presented to the Southern California Alumni Chapter of Kappa Delta Pi, Marina Del Rey, California.

Winkler, J.D., & R.J. Shavelson. (1982, June). 'Successful' use of computers in classroom instruction. Paper presented at the Computer-Based Education Conference, Center for Interdisciplinary Research in Computer Learning, University of Delaware.

Shavelson, R.J. (1982, April). One psychologist's (not very representative) view of teachers' decisions about grouping students. Paper presented at the Annual Meeting of the American Educational Research Association, New York. [Also Resources in Education, ERIC Clearinghouse on Teacher Education, (ED #215975), September 1982.]

Shavelson, R.J. (1982, February). Review of research on teachers' pedagogical judgments, plans and decisions. Paper presented at the NIE Teaching Synthesis Conference, Airlie, Virginia.

Shavelson, R.J. (1981, April). Review of research on teachers' decision making. Paper presented at the Annual Meeting of the American Educational Research Association, Los Angeles.

Stern, P., & R.J. Shavelson. (1981, April). The relationship between teachers' grouping decisions and instructional behaviors: An ethnographic study of reading instruction. Paper presented at the Annual Meeting of the American Educational Research Association, Los Angeles.

Shavelson, R.J. (1981, April). Research cannot prescribe practice. Paper presented at the Annual Meeting of the American Educational Research Association, Los Angeles.

Shavelson, R.J., & V.M. Porton. (1979, May). An information processing approach to research on mathematics learning and problem solving. Invited address at the Conference on Modeling Mathematical Cognitive Development, University of Georgia, Athens.

Shavelson, R.J., & K. Stuart. (1978, September). Application of causal modeling methods to the validation of self-concept interpretation of test scores. Paper presented at the Self-Concept Symposium, Boston.

Shavelson, R.J. (1978, March). A model of teacher decision making. Paper presented at the Annual Meeting of the American Educational Research Association, Toronto, Ontario.

Shavelson, R.J. (1978, February). Teachers' decision making. Paper presented at the Universities of Zurich and Fribourg, Switzerland.

Shavelson, R.J., & C. Stasz. (1977, September). Some methods for representing structure of concepts in prose material. Paper presented at the Annual Meeting of the American Psychological Association, San Francisco.

Shavelson, R.J., J. Cadwell, & T. Izu. (1977, April). Are teachers Bayesian in estimating student performance? Paper presented at the Annual Meeting of the American Educational Research Association, New York.

Shavelson, R.J. (1977, April). Applications of cluster analysis in educational research: Looking for a needle in the hay stack. Paper presented at the Annual Meeting of the American Educational Research Association, New York.

Erlich, O., & R.J. Shavelson. (1977, April). The search for correlations between measures of teacher behavior and student achievement: Measurement problem, conceptualization problem, or both? Paper presented at the Annual Meeting of the American Educational Research Association, New York.

Shavelson, R.J. (1977, January). Teachers' decision making. Paper presented at the Centre for Research in Teaching, University of Alberta, Edmonton.

Keesling, J.W., & R.J. Shavelson. (1976, June). Apples and oranges: Obtaining meaningful cross-program evaluations. Paper presented to Educational Management and Evaluation Commission of the California State Board of Education, Sacramento.

Dempsey, N.K., & R.J. Shavelson. (1976, April). Generalizability of measures of teaching process. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.

Clark, C.M., Snow, R.E. & Shavelson, R.J. (1975, September). Experiments on learning to teach. Paper presented to the American Psychological Association, Chicago.

Shavelson, R.J. (1974, September). A method for examining subject-matter structure in written material. Paper presented at the Annual Meeting of the American Psychological Association, New Orleans.

Shavelson, R.J., D.C. Berliner, D. Loeding, A. Porteus, & G.C. Stanton. (1974, September). Adjunct questions, mathemagenics, and mathematics. Paper presented at the Annual Meeting of the American Psychological Association, New Orleans.

Shavelson, R.J. (1974, April). Some methods for examining content structure and cognitive structure in mathematics instruction. Paper presented at the Annual Meeting of the American Educational Research Association.

Shavelson, R.J. (1974, April). Some methods for examining a subject-matter structure in prose material and in a student's memory. Paper presented at the Annual Meeting of the American Educational Research Association.

Berliner, D.C., R.J. Shavelson, M.M. Ravitch, & D. Loeding. (1973, February). Individual differences in the effects of adjunct questions on learning from prose material. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.

Shavelson, R.J. (1972, September). Some research on the correspondence between content structure and cognitive structure in instruction. Paper presented at the Institut fòr die Padagogik der Naturwissenschaften an der Christian-Albrechts-Universitat Kiel, Germany.

Shavelson, R.J. (1972, April). Basic skills of teaching and student achievement: Some reasons for the absence of significant correlations and a proposal for future studies. Invited paper at the Symposium on Basic Skills of Teaching, Chicago.

Shavelson, R.J., N.A. Branca, S. Pelavin, & G. Stanton. (1972, April). Representation of subject-matter structure in teachers' and students' memory. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago.

Shavelson, R.J., & R.L. Trinchero. (1972, April). The Stanford Secondary Teacher Education Program, 1959-1969: II, prediction of graduate career patterns. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago.

Shavelson, R.J. (1971, February). Some aspects of the correspondence between content structure and cognitive structure in physics instruction. Paper presented at the Annual Meeting of the American Educational Research Association, New York.

Shavelson, R.J. (1971, February). Teacher perceptions: An information processing point of view. Introductory remarks to a paper session on "Teacher Perceptions," Annual Meeting of the American Educational Research Association, New York.

Koff, R.H., R.M. Krasno, & R.J. Shavelson. (1971, February). Implications for studying teacher career patterns for selection, training and placement. Paper presented at the Annual Meeting of the American Educational Research Association, New York.

Trinchero, R.L., & R.J. Shavelson. (1971, February). The Stanford Secondary Teacher Education Program 1959-1969:  A preliminary analysis of graduate career patterns. Paper presented at the Annual Meeting of the American Educational Research Association, New York.

Wallace, R.C., Jr. & R.J. Shavelson. (1970, February). Evaluation of curricular programs. Paper presented at the Annual Meeting of the American Educational Research Association, Minneapolis.

Seminara, J.L., R.J. Shavelson, & S.O. Parsons. (1967, March). A lunar environment simulation test bed. Paper presented at the Annual Meeting of the SAE Aerospace Engineers.

 

(2/14/2002)



* Following the usual National Academy of Science policy, authors of chapters are not identified.  In the case of this chapter, Shavelson had the lead in drafting and shepherding the chapter through to its completion.  He served, then, as first author, making the major contribution to the chapter.