Sanford Student

His research and experience span a variety of areas, united by a deep interest in connecting technical psychometric issues such as
interpretive validity, vertical scaling, and person fit with their practical implications for students, teachers, and downstream researchers. Examples include the relationship between scale scores and claims made based upon them; the connection between test performance and learning progressions; the consequences of scaling issues for effect size-based interpretations of growth; and the challenges of interpreting person fit statistics substantively.

Sandy has served as a teaching assistant for the School of Education's Quantitative Methods I course.

He is an active member of NCME and AERA, serving as a graduate student member of several NCME committees. He also has serves as and continues to serve as a reviewer for both the NCME Annual Meeting and AERA (Divison D and Test Validity SIG).

Student, S. R. (2022). Vertical scales, deceleration, and empirical benchmarks for growth. Educational Researcher. Advance online publication. https://doi.org/10.3102/0013189X221105873

Student, S. R., & Gong, B. (2022). Supporting the interpretive validity of student-level claims in science assessment with tiered claim structures. Educational Measurement: Issues and Practice. Advance online publication. https://doi.org/10.1111/emip.12523

Student, S. R. (2022). Appraising traditional and purpose-built person fit statistics’ power to detect cheating. Chinese-English Journal of Educational Measurement and Evaluation, 3(1). https://www.ce-jeme.org/journal/vol3/iss1/3