Improvements in educational practices are often the result of systematic research, evaluation, and informed decision making. Persons qualified to plan research and evaluation studies, develop data collection instruments (such as tests, questionnaires, and interview protocols), develop new models and methods for educational data collection and analysis, design sampling frameworks, and collect and analyze quantitative as well as qualitative data, play vital roles in these improvements. Recognizing the high demand for these types of persons, the Research and Evaluation Methods program of study offers doctoral study for the training of persons with specialized skills in the areas of psychometric and statistical research and practices, instrument development and evaluation, research and evaluation methods, and data analysis.

The Research and Evaluation Methods doctoral program of study has three principal purposes:

The Research and Evaluation Methods doctoral program of study emphasizes the training of persons in the areas of (1) psychometric models, methods, and practices; (2) educational statistics; and (3) research and evaluation methods, which include both quantitative and qualitative approaches to data collection and analysis. Graduates of the program of study are trained to carry out the design of research and evaluation studies, to apply modern psychometric models and methods (such as those associated with item response theory and performance-based assessment), to develop and validate a wide variety of instruments, and to analyze data in such diverse settings as public schools, state and federal agencies, industry, the armed services, and medical and allied-health organizations. This doctoral program of study has been in existence since 1969. Graduates have been widely sought to work in universities, state and national agencies, research and development organizations, consulting firms, and the medical and allied health fields.

Doctoral students are required to demonstrate competence in psychometric methods, statistics, and research and evaluation methods and to gain practical experiences by working with faculty members on research projects, by working in the Center for Educational Assessment in the School of Education, and by serving as consultants in the program of study's technical consulting service for faculty members and graduate students. In addition, students are expected to take courses selected from substantive areas of education, psychology, sociology, and other related disciplines. Particularly relevant for many graduate students are courses in policy analysis, special education, educational psychology, learning, personality, child development, and guidance and counseling. Students are also encouraged to take specialized quantitative and qualitative methods courses such as Sampling Theory, Nonparametric Statistical Methods, Probability and Statistics, Regression Analysis, Qualitative Research Methods, and Decision Theory from the Sociology, Psychology, Public Health, and Mathematics and Statistics Departments. Summer internships are another integral part of the program with graduate students working with state departments of education; testing agencies, such as the Educational Testing Service, Measured Progress, CTB, Professional Examination Service, the National Board of Medical Examiners; and large international consulting firms, such as the American Institutes for Research. As a result of internships, contract work, and projects evolving from coursework and comprehensive examinations, students are expected to have several publications, reports, and conference presentations prior to a graduation.

DESIRED DOCTORAL STUDENT CHARACTERISTICS

The Research and Evaluation Methods doctoral program of study is appropriate for full-time graduate students from the Commonwealth, the United States, and other countries. A diverse group of students is routinely admitted into the program of study. Persons who have quantitative aptitude and interest in education and educational research are encouraged to consider study in this area. Recruitment is done through an elaborate network involving contacts with graduates and agencies where prospective students might be found (e.g., state departments of education). Prospective students also know of the reputation of the program of study, and gain information through the School of Education web site. Graduate Record Examination scores, college transcripts, work experience, interests, and recommendations are considered in the selection process. Quantitative aptitude; motivation to do well; an interest in the field of assessment, statistics and research methods; and likely fit are four characteristics that are evaluated in the selection of new students.

Please visit the REMP site for more information.

ASSOCIATED FACULTY

Coordinator: Ronald K. Hambleton (Distinguished University Professor)
Email: rkh@educ.umass.edu

Lisa A. Keller (Assistant Professor), Jennifer Randall (Assistant Professor), Stephen G. Sireci (Professor), Craig Wells (Assistant Professor).