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Richard Shavelson
Education
Stanford University
Fellowship year
2000-01 - Stanford University - Study 14
Tyler Books
| Book Cover | Book Title and link |
|---|---|
 | Shavelson, Richard J. ed. Towne, Lisa. ed.. 2002. Scientific research in education. Washington DC : National Academy Press |
Tyler Journal Articles
Ruiz-Primo, Maria Araceli; Shavelson, Richard J.; Li, Min; Schultz, Susan E.; . 2001. On the validity of cognitive interpretations of scores from alternative concept-mapping techniques. 21(1): 99-141. https://doi.org/10.1207/S15326977EA0702_2
Stecher, Brian M.; Klein, Stephen P.; Solano-Flores, Guillermo; McCaffrey, Dan; Robyn, Abby; Shavelson, Richard J.; Haertel, Edward; . 2000. The Effects of Content, Format, and Inquiry Level on Science Performance Assessment Scores. 13(2): 139-160. https://doi.org/10.1207/S15324818AME1302_2
Ruiz-Primo, Maria Araceli; Schultz, Susan E.; Li, Min; Shavelson, Richard J.; . 2001. Comparison of the reliability and validity of scores from two concept-mapping techniques. 38(2): 260-278. http://2-f
Ruiz-Primo, Maria Araceli; Shavelson, Richard J.; Hamilton, Laura; Klein, Steve; . 2002. On the evaluation of systemic science education reform: Searching for instructional sensitivity. 39(5): 369-393. https://doi.org/10.1002/tea.10027
Stecher, Brian M.; Klein, Stephen P.; Solano-Flores, Guillermo; McCaffrey, Dan; Robyn, Abby; Shavelson, Richard J.; Haertel, Edward; . 2000. The Effects of Content, Format, and Inquiry Level on Science Performance Assessment Scores. 13(2): 139-160. https://doi.org/10.1207/S15324818AME1302_2
Ruiz-Primo, Maria Araceli; Schultz, Susan E.; Li, Min; Shavelson, Richard J.; . 2001. Comparison of the reliability and validity of scores from two concept-mapping techniques. 38(2): 260-278. http://2-f
Ruiz-Primo, Maria Araceli; Shavelson, Richard J.; Hamilton, Laura; Klein, Steve; . 2002. On the evaluation of systemic science education reform: Searching for instructional sensitivity. 39(5): 369-393. https://doi.org/10.1002/tea.10027