Michael C. Rodriguez
Campbell Leadership Chair in Education and Human Development (1/1/2013 - 6/30/2016)
56 East River Rd
PhD, Measurement & Quantitative Methods, Michigan State University
MA, Public Affairs, University of Minnesota
BA, Psychology, University of Minnesota - Morris
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 improving accessibility of assessment of students with disabilities and English language learners. I also lead a Youth Development Research Group, examining multiple aspects of youth development, social-emotional skills, and important educational outcomes. I currently provide advisory support to the National Board of Professional Teaching Standards, the National Assessment of Educational Progress (ETS), the US Defense Department on military personnel testing, and the Buros Center for Testing.
I am a founding co-director of the Educational Equity Resource Center through my role in the Campbell Leadership Chair.
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,
Courses I teach
EPSY 5221—Principles of Educational and Psychological Measurement
EPSY 5244—Survey Design, Sampling, and Implementation
EPSY 5245—Advanced Survey Data Analysis
EPSY 8225—Operational Measurement (Standard Setting, Equating)
EPSY 8269—Matrix Algebra for Statistical Modeling
Rodriguez, M.C. (in press). Selected-response item formats. In S. Lane, T.M. Haladyna, & M. Raymond (Eds.), Handbook of test development (2nd ed.). New York, NY: Routledge.
Bulut, O., Palma, J., Rodriguez, M.C., Stanke, L. (in press). Evaluating measurement invariance in the measurement of Developmental assets in Latino subgroups across developmental stages. Sage Open.
McConnell, S.R., Wackerle-Hollman, A.K., Roloff, T.A.B., & Rodriguez, M.C. (in press). Designing a measurement framework for Response to Intervention in early childhood programs. Journal of Early Intervention.
Rodriguez, M.C., Kettler, R.J., & Elliott, S.N. (2014). Distractor functioning in modified items for test accessibility. Sage Open, 4(4), 1-10.
Meinck, S., & Rodriguez, M.C. (2013). Considerations for correlation analysis using clustered data: Working with the Teacher Education and Development Study in Mathematics (TEDS-M) and other international studies. Large-Scale Assessments in Education, 1(1), 1-19.
Haladyna, T.M., & Rodriguez, M.C. (2013). Developing and validating test items. New York, NY: Routledge.
Albano, A.D., & Rodriguez, M.C. (2012). Statistical equating with measures of oral reading fluency. Journal of School Psychology, 50(1), 43-59.
Rodriguez, M.C. (2009). Psychometric considerations for alternate assessments based on modified academic achievement standards. Peabody Journal of Education, 84(4), 595-602.
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.