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Social Sciences and Humanities

D-Index
51
Citations
21192
World Ranking
2502
National Ranking
1220

Research.com Recognitions

  • 2008 - Fellow of the American Educational Research Association
  • 2004 - Distinguished Contributions to Research in Education Award, American Educational Research Association
  • 1994 - Palmer O. Johnson Memorial Award, American Educational Research Association

Overview

Lorrie A. Shepard is affiliated with the University of Colorado Boulder in the United States. Their research contributions span multiple fields including Decision Sciences, Social Sciences, and Psychology. Within these broader areas, more specific subfields include Information Systems and Management, Education, Developmental and Educational Psychology, and General Psychology.

The scientist has published recent papers focusing primarily on educational assessment and measurement topics. Notable publications include:

  • What Should Psychometricians Know about the History of Testing and Testing Policy? (2024) in Educational Measurement Issues and Practice
  • Why Measurement Principles Should Not Be the Focus of Teacher Learning About Classroom Assessment (2020) in Proceedings of the 2020 AERA Annual Meeting

Their work addresses themes such as Educational Assessment and Improvement, Student Assessment and Feedback, School Choice and Performance, Educational and Psychological Assessments, and Academic and Historical Perspectives in Psychology.

Frequent collaborators include Christopher Saldaña.

The scientist's research has appeared primarily in venues such as Educational Measurement Issues and Practice and the Proceedings of the 2020 AERA Annual Meeting.

Recognition for contributions in the field includes the following awards:

  • Fellow of the American Educational Research Association (2008)
  • Distinguished Contributions to Research in Education Award, American Educational Research Association (2004)
  • Palmer O. Johnson Memorial Award, American Educational Research Association (1994)

Best Publications

  • The Role of Assessment in a Learning Culture

    Lorrie A. Shepard

  • Methods for Identifying Biased Test Items

    Gregory Camilli;Lorrie A. Shepard

  • Problems with the Use of Student Test Scores to Evaluate Teachers. EPI Briefing Paper #278.

    Eva L. Baker;Paul E. Barton;Linda Darling-Hammond;Edward Haertel

  • Chapter 9: Evaluating Test Validity

    Lorrie A. Shepard

  • The Role of Classroom Assessment in Teaching and Learning

    Lorrie Shepard

  • Evaluating Test Validity

    Lorrie A. Shepard

  • Flunking Grades: Research and Policies on Retention. Education Policy Perspectives.

    Lorrie A. Shepard;Mary Lee Smith

  • Why We Need Better Assessments.

    Lorrie A. Shepard

  • Synthesis of Research on School Readiness and Kindergarten Retention.

    Lorrie A. Shepard;Mary Lee Smith

  • Linking Formative Assessment to Scaffolding

    Lorrie A. Shepard

  • Flunking Grades: Research and Policies on Retention

    Mark Wilson;L. A. Shepard;M. L. Smith

  • Kindergarten Readiness and Retention: A Qualitative Study of Teachers’ Beliefs and Practices

    Mary Lee Smith;Lorrie A. Shepard

  • Synthesis of Research on Grade Retention.

    Lorrie A. Shepard;Mary Lee Smith

  • The Centrality of Test Use and Consequences for Test Validity.

    Lorrie A. Shepard

  • Escalating Academic Demand in Kindergarten: Counterproductive Policies

    Lorrie A. Shepard;Mary Lee Smith

  • Psychometricians’ Beliefs About Learning:

    Lorrie A. Shepard

  • Formative assessment: Caveat emptor

    Lorrie A. Shepard

  • Effects of High-Stakes Testing on Instruction.

    Lorrie A. Shepard;Katharine Cutts Dougherty

  • Inflated Test Score Gains: Is the Problem Old Norms or Teaching the Test?

    Lorrie A. Shepard

  • Impact of undergraduate science course innovations on learning.

    Maria Araceli Ruiz-Primo;Derek Briggs;Heidi Iverson;Robert Talbot

  • Principles and Recommendations for Early Childhood Assessments.

    Lorrie Shepard;Sharon Lynn Kagan;Emily Wurtz

Frequent Co-Authors

William R. Penuel
William R. Penuel University of Colorado Boulder
Robert L. Linn
Robert L. Linn University of Colorado Boulder
Linda Darling-Hammond
Linda Darling-Hammond Stanford University
Mark Wilson
Mark Wilson University of California, Berkeley
Margaret Eisenhart
Margaret Eisenhart University of Colorado Boulder
Richard J. Shavelson
Richard J. Shavelson Stanford University

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