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I focus much of my research on understanding the psychometric
properties of tests. This work has included research on the
effects of item formats and the use of constructed-response
versus multiple-choice items. I have a strong interest in
applied measurement, spending a good deal of time working
with schools and school districts to develop methods for
improving their use of large-scale test information for
planning and evaluation. I also continue to work on issues
related to assessment of students with disabilities and the
design of Modified Assessments. I am doing research
with Graduate Students on MN Latino youth and their
involvement in out-of-school activities. I currently chair
the Technical Advisory Committee of the GRE for ETS and the
Assessment Certification Advisory Panel for the National
Board of Professional Teaching Standards. I work with a
USAID project developing the national assessment program in
Guatemala. I am a member of
the Board of Directors for the National Council on
Measurement in Education.
I am the director of the Office of Research Consultation &
Services. The ORCS provides research support to
faculty, staff, and students in CEHD.
Awards include: 2009 Award for Outstanding Contributions to
Postbaccalaureate, Graduate, and Professional Education,
University of Minnesota; 2008 Robert H. Beck Faculty Teaching Award, College
of Education and Human Development Alumni Society; 2005
Albert J. Harris Research Award of the International Reading
Association; and 2004 Community Service Award,
College
of Education
and Human Development.
Courses I teach
(all EPSY courses)
EPSY 5221—Principles of Educational and Psychological
Measurement
EPSY 5244—Survey Design, Sampling, and Implementation
EPSY 8269—Matrix Algebra
Special Topics: Standard Setting, Equating, Advanced Survey Data
Analysis
Selected publications
Rodriguez, M.C., & Maeda, Y. (2006).
Meta-analysis of coefficient alpha. Psychological Methods, 11,
306-322.
Rodriguez, M.C. (2005). Three options are
optimal for multiple-choice items: A meta-analysis of 80 years
of research. Educational Measurement: Issues and Practice, 24(2),
3-13.
Rodriguez, M.C., & Morrobel, D. (2004). A Review
of Latino Youth Development Research and a Call for an Asset
Orientation. Hispanic Journal of Behavioral Sciences, 26(2),
107-127.
Rodriguez, M.C. (2004). The role of classroom
assessment in student performance on TIMSS. Applied Measurement
in Education, 17(1), 1-24.
Rodriguez, M.C. (2003). Construct equivalence of
multiple-choice and constructed-response items: A random effects
synthesis of correlations. Journal of Educational Measurement, 40(2),
163-184.
Rodriguez, M.C., Morrobel, D., & Villarruel, F.A.
(2003). Research realities and a vision of success for Latino youth
development. In F. A. Villarruel, D.F. Perkins, L.M Borden, & J.G.
Keith (Eds.), Community youth development: Programs, policies,
and practices (pp. 47-78). Thousand Oaks, CA: Sage.
Revised April 2008
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