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美国斯坦福大学教育学院Richard Shavelson教授
来源: 作者: 发布时间:2007-09-03  

Shavelson, Richard

Margaret Jacks Professor of Education; Professor of Psychology (by courtesy); Senior Fellow, Stanford Institute for the Environment


"Achievement scores fit the American belief in a single dimension of ability that distinguishes winners from losers . . . [but] over-measurement in K-12 education has sent the wrong signals to teachers and students . . . [and] the tests work against what many people value as education, which is far broader than what is currently measured and rewarded or punished."

Dr. Shavelson's research spans and integrates (science) learning, teaching and assessment (including "psychometrics") and publishes on these topics as well as various aspects of measurement and validity theory. His work focuses on the measurement of individual and group performance in education and work, including such projects as alternatives to multiple-choice achievement tests in assessing science and mathematics understanding. He also conducts research on statistical models underlying the measurement of performance. His current work involves the study of accountability and assessment in higher education.
*  PhD (Educational Psychology), Stanford University, 1971;
*  MA (Psychology), San Jose State College, 1967;
*  BA (Psychology), University of Oregon, 1964.
*  Assistant Professor of Education, UCLA (1973-1975);
*  Associate Professor of Education, UCLA (1975-1979); Professor of Education, UCLA (1979-1987);
*  Dean, Graduate School of Education, University of California, Santa Barbara (1987-1993);
*  Professor of Education, UCSB (1987-1996) with an affiliated appointment in Statistics and Applied Probability (1993-1996).
*  Since 1995.
*  Dean, School of Education (1995 - 2000);
*  Professor, School of Education (1995 - );
*  Professor (by courtesy), Department of Psychology, School of Humanities and Sciences (1995 - ).
*  Assessment and accountability in pre-college and college; measuring performance in science and mathematics; statistically modeling performance; addressing policy and practice issues in measurement reform.
*  Introduction to Statistical Methods in Education (Education 160);
*  Statistical Analysis in Educational Research: Analysis of Variance (Ed 250B);
*  First-Year Doctoral Seminar: Introduction to Research (Ed 311X);
*  Research in Progress: Curriculum and Teacher Education (Ed 444X);
*  Curriculum and Instruction in Science (Ed 267B);
*  Educational Evaluation (Ed 232C);
*  Issues in the Design of Educational Research (Ed 254);
*  Human Abilities (Ed 255/Psy 133/Human Biology 158);
*  Technology-Based Student Assessment (Ed 334X);
*  Assessment and Accountability in Higher Education (Ed 349X).
*  Yin, Y., Vanides, J., Ruiz-Primo, M.A., Ayala, C.C., & Shavelson, R.J. (2005). A Comparison of Two Construct-a-Concept-Map Science Assessments: Created Linking Phrases and Selected Linking Phrases. Journal of Research in Science Teaching.
*  Shavelson, R.J. (2004). Editor’s preface to Lee J. Cronbach’s “My Current Thoughts on Coefficient Alpha and Successor Procedures.” Educational and Psychological Measurement, 64(3), 389-390.
*  Cronbach, L.J., with editorial assistance by Shavelson, R.J. (2004). My current thoughts on coefficient alpha and successor procedures. Educational and Psychological Measurement, 64(3), 391-418.
*  Shavelson, R.J., & Towne, L. (2004). What drives scientific research in education? Questions, not methods, should drive the enterprise. American Psychological Society Observer, 17(4), 27-30.
*  Shavelson, R.J., Phillips, D.C., Towne, L., Feuer, M.J. (2003). On the science of education design studies. Educational Researcher, 32(1), 25-28.
*  Shavelson, R.J., & Huang, Leta (2003). Responding responsibly to the frenzy to assess learning in higher education, Change, 35(1), 10-19.
*  Shavelson, R.J., & Towne, L. (Eds.) (2002). Scientific research in education. Committee on Scientific Principles for Education Research. Division on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
*  Shavelson, R.J., Roeser, R.W., Kupermintz, H., Lau, S., Ayala, C., Haydel, A., Schultz, S., Quihuis, G., & Gallagher, L. (2002). Richard E. Snow’s remaking of the concept of aptitude and multidimensional test validity: Introduction to the special issue. Educational Assessment, 8(2), 77-100.
*  Board Member, The Spencer Foundation;
*  Board Member, Yosemite National Institutes.
*  Phone: (650) 723 4040
*  Email:
*  Home page:

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