CTB supports leading research that answers important theoretical and practical questions to advance the quality of measurement and learning practices.
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Vice President, Research and Product Development, Leadership Team
Dr. Patz leads CTB's research, product development, and publishing activities. In this role, he oversees the teams of staff members who develop each assessment published by CTB.
Psychometrics is the field of study concerned with the theory and methodology of educational and psychological measurement.
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IRT Estimated Reliability for Tests Containing Mixed Item Formats
Various reliability coefficients of internal consistency have been proposed that make different assumptions regarding the degree of test-part parallelism, with implications for mixed-format tests. This study compares the IRT model-derived coefficients and observed values for mixed-format tests.
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Online assessments were once limited to computers connected to a network, but now can be administered on a multitude of electronic devices.
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Automated Essay Scoring in State Formative and Summative Writing Assessment
AES offers a time-saving tool to teachers and immediate diagnostic feedback to students for writing practices. However, automation also poses operational and technical challenges in classroom integration and in summative assessment.
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Valid and reliable assessments result from the application of systematic development efforts by both content experts and psychometricians.
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Targeting Cognition in Item Design to Enhance Valid Interpretations of Test Performances: A Case Study and Some Speculations
Significant conceptual and empirical work over the last 10 years highlight the importance of understanding and specifiying the knowledge, skills, and other abilities that achievement test items elicit from examinees. This paper discusses the need for coherent and comprehensive understandings of how examinees interact with items, and several coding frameworks to identify item response demands.
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Valid and reliable measurement of students with disabilities requires special consideration during test development and administration.
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Exploring the Equivalence of the Test Construct for Various Subgroups Using Residuals Analysis
This study uses residuals analysis to explore the comparability of test scores for students who take a test with an accommodation and those who do not. The measurement model functions in a similar model for both accommodated and non-accommodated students, as demonstrated using this analysis.
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Formative and benchmark assessments are administered throughout the school year.
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21st Century Approach: Preparing Students for the Global Workplace
A Vision for Innovative Assessment and Reporting in the 21st Century
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Federal educational policy has far-reaching impacts on educational measurement and state accountability systems.
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Thoughts on Test Security
The innovations associated with the Common Core State Standards and Race to the Top, as well as the impending re-authorization of ESEA, promise to challenge the K–12 testing industry as never before. As the stakes associated with assessments increase, the security must also increase.
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The educational worldview has widened; nations are interested in knowing how well their educational systems support student achievement compared to other nations.
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Automated Essay Scoring in State Formative and Summative Writing Assessment
AES offers a time-saving tool to teachers and immediate diagnostic feedback to students for writing practices. However, automation also poses operational and technical challenges in classroom integration and in summative assessment.
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Students who are English Language Learners may have lower ability to achieve in various academic areas because of language access barriers.
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English Language Development: Progress Monitoring Assessment using LAS Links
LAS Links can be used for English language development and progress monitoring by using a combination of the LAS Links assessments. Depending on program need and intent, LAS Links provides schools and districts with the option of measuring student progress up to five times per year.
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Our metrics-driven case studies share our customers' experiences with our solutions.
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Customer Story - Valhalla Union Free School District, Valhalla, New York
"The need for a rapid third party report of the test results was also a critical factor in the choice of TerraNova 3. CTB/McGraw-Hill was able to quickly score and provide results within the required turnaround time for their APPR report."
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Dr. Richard Patz is the Vice President of Research and Product Development at CTB/McGraw-Hill. An educator and educational researcher since 1988, he graduated from Grinnell College with his B.A. in Mathematics, and his M.S.and Ph.D. in Statistics from Carnegie Mellon University. Dr. Rich's primary research interests include educational measurement, statistics, and large scale assessment.
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