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Biography/Research
Terry Vendlinski is a senior researcher at the National Center for Research on Evaluation, Standards, and Student Testing (CRESST). During the last five years, his research has concentrated on using computer technology to improve the accuracy of formative assessments of student understanding and helping teachers develop pedagogical interventions that will consistently demonstrate the ability to improve student learning. Dr. Vendlinski’s experience includes more than fifteen years of teaching courses ranging from C++ and Java programming at the collegiate level; teaching chemistry, math and computer programming at the secondary level; and teaching eighth-grade algebra. He has authored papers on teaching math and science, using lag sequential analysis and artificial neural networks to help evaluate Web-based student problem-solving performances, and has authored and presented a number of papers on evaluating the validity of various assessments of student learning. Other publications detail his methodologies to integrate neural network analysis with Markov and Logistic models of student ability and learning, as well as an innovative text and software to integrate pre-algebra with world history. Recently, Dr. Vendlinski has assumed the role of developing professional development sessions to help middle school math teachers use formative test results to teach key mathematical concepts that promote student proficiency in introductory algebra. Education He received his PhD from the Massachusetts Institute of Technology where his research concerned education technology and assessment. He did his graduate studies in education at the Harvard Graduate School of Education and was a distinguished graduate of the MBA program at St. Mary’s University in San Antonio, Texas. Dr. Vendlinski received his BS degree from the United States Air Force Academy.
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