Robert Mislevy
Frederic M. Lord Chair in Measurement & Statistics
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Biography/Research
Robert Mislevy is the Frederic M. Lord Chair in Measurement and Statistics at ETS. He was previously Professor of Measurement and Statistics at the University of Maryland, and Affiliate Professor of Survey Methods and of Second Language Acquisition. Dr. Mislevy's research applies developments in technology, statistical methods, and cognitive science to practical problems in assessment. He developed the ‘plausible values’ methodology for analyzing data from the National Assessment of Educational Progress. His publications include Automated Scoring of Complex Tasks in Computer-Based Testing (with Williamson and Bejar), the BILOG computer program (with R. Darrell Bock), and the chapter on Cognitive Psychology in Educational Measurement (4th Ed.). His current projects include the NSF-supported PADI project, which is developing an assessment design system with a focus on science inquiry, and work with Cisco and CRESST on simulation- and game-based assessments. He received AERA’s Lindquist award for career contributions, TOEFL’s Samuel J. Messick Memorial Lecture Award, and NCME’s Career Contributions Award and Award for Technical Contributions. He is a past-president of the Psychometric Society and a member of the National Academy of Education.
Education
Dr. Mislevy earned his PhD at the University of Chicago in Research Methodology in 1981. He has Masters (1974; with honors) and Bachelors (1972; summa cum laude)degrees in mathematics from Northern Illinois University.
Publications
Selected publications:
Mislevy, R.J. Behrens, J.T., DiCerbo, K.E., Frezzo, D.C., & West, P. (in press). Three things game designers need to know about assessment. In D. Ifenthaler, D. Eseryel, & X. Ge (eds.), Assessment in game-based learning: Foundations, innovations, and perspectives. New York: Springer.
Behrens, J.T. Mislevy, R,J., DiCerbo, K. E., & Levy, R. (in press). Evidence-centered design for learning and assessment in the digital world. In D. Robinson, J. Clarke-Midura, & M. Mayrath (Eds.), Technology-based assessments for 21st century skills: Theoretical and practical implications from modern research. New York, NY: Springer-Verlag.
Mislevy, R.J. (2009). Validity from the perspective of model-based reasoning. In R.L. Lissitz (Ed.), The concept of validity: Revisions, new directions and applications (pp. 83-108). Charlotte, NC: Information Age Publishing.
Mislevy, R.J. (2006). Cognitive psychology and educational assessment. In R.L. Brennan (Ed.), Educational Measurement (Fourth Edition) (pp. 257-306). Phoenix, AZ: Greenwood.
Williamson, D.M., Mislevy, R.J., & Bejar, I.I. (Eds.). (2006) Automated Scoring of complex performances in computer based testing. Mahwah, NJ: Erlbaum Associates.
Mislevy, R.J., Steinberg, L.S., & Almond, R.A. (2003). On the structure of educational assessments. Measurement: Interdisciplinary Research and Perspectives, 1, 3-67.
Mislevy, R.J., & Gitomer, D.H. (1996). The role of probability-based inference in an intelligent tutoring system. User-Modeling and User-Adapted Interaction, 5, 253-282.
Mislevy, R.J. (1994). Evidence and inference in educational assessment. Psychometrika, 59, 439-483.
Mislevy, R.J. (1991). Randomization-based inference about latent variables from complex samples. Psychometrika, 56, 177-196.
Mislevy, R.J. (1986). Estimation of latent group effects. Journal of the American Statistical Association, 80, 993-997.
