Madhabi Chatterji
Associate Professor of Measurement- Evaluation & Education and Director, Assessment and Evaluation Research Initiative (AERI)
212-678-3357
Office Hours: Fall semesters: Mondays and Tuesdays 5-6:30 P.M. Spring semesters: Wednesdays 3-5 P.M. By appointment.
Office Location: 282 GD
Expertise
- Assessment and Testing
- Education Policy
- Educational Equity
- Measurement
- Research Design and Methodology
Madhabi Chatterji
Professional Background
Educational Background
1975 B.Ed. University of Bombay, Bombay, India
1973 B.Sc. (Honors) Lady Brabourne College, University of Calcutta, W.B., India
Scholarly Interests
- Assessment methodology (instrument design and validation, diagnostic classroom assessment)
- Evaluation methodology (mixed-methods designs for impact evaluations and evidence synthesis)
- Educational equity in U.S. and global settings
- Standards-based educational reforms in U.S. and global settings
Selected Publications
international assessment cases . In M. Chatterji ( Ed.). Evaluating validity: International perspectives on
educational assessment, accountability and equity. (pp. TBD). London, U.K.: Emerald Publishers.
Chatterji, M. (in press). (Guest Editor). When education measures go public: Stakeholder perspectives on how and why validity breaks down. Special Section in the Teachers College Record.
Chatterji, M. (in press). Bad tests or bad test use? A case study of SAT (mis)use and a foreword on why we need
stakeholder conversations on validity. Teachers College Record.
Wyer, P.W. & Chatterji, M. (in press). Designing outcome measures for the accreditation of medical education
programs as an iterative process combining classical test theory and Rasch measurement. The International
Journal of Educational and Psychological Assessment.
Chatterji, M. (2012). Validation of a community-based comprehensive index of school readiness for entering kindergartners. The International Journal of Educational and Psychological Assessment, 10(1), 6-34. Special Issue on Early Childhood Assessments.
Chatterji, M. (2012). Development and validation of indicators of teachers proficiency in diagnostic classroom assessment. The International Journal of Educational and Psychological Assessment, 9(2), 4-25. Special Issue on Teacher Assessments.
Chatterji, M. (2010). Evaluation methodology. In P. Peterson, E. Baker, and B. McGaw (Eds.). International Encyclopedia of Education. Volume 3 (735-745), Oxford: Elsevier.
Chatterji, M. (2009). Enhancing scientific evidence on the how global educational initiatives work: Theory, epistemological foundations, and guidelines for applying phased, mixed method designs. In K.B. Ryan & J. B. Cousins (Eds.). The SAGE International Handbook of Educational Evaluation (92-111).
professional experiences
honors and awards
"Building capacity at home and abroad: A proposal for rotating institutes and conferences to generate and disseminate cutting-edge knowledge in the assessment and evaluation sciences."
Fulbright Research Scholar, 2007-08
"A study of gender equity in primary education in Bengali-speaking regions of India and Bangladesh: Access, opportunities, and factors affecting school outcomes and completion rates."
"Evidence of what works: An argument for Extended-term Mixed Methods (ETMM) designs"
(Lead article Educational Researcher in 2004; reprinted in 2005).
Outstanding Reviewer, 2006
Publications Committee, Educational Researcher, American Educational Research Association.
"Examining dimensionality of data generated from an early childhood scale using Rasch analysis and confirmatory factor analysis"
Previously Fellow, Educational Policy Research Unit (EPRU), Arizona State University. 2006-present.
Creative Scholarship Award, University of South Florida, 1999.
Instructional Technology Award, University of South Florida, 1997.
Elected Member, Phi Kappa Phi (Academic Honor Society), University of South Florida, 1986.
Elected Member, Delta Kappa Gamma (Academic Honor Society for Educators), 1987.
biographical information
MADHABI CHATTERJI
Madhabi Chatterji, Ph.D., is presently Associate Professor of Measurement, Evaluation, and Education at Teachers College (TC), Columbia University, where she founded and directs the Assessment and Evaluation Research Initiative (AERI) in 2006. AERI’s mission is to promote meaningful use of assessment and evaluation information across disciplines, and in global and domestic settings.Chatterji’s research and teaching interests lie broadly in assessment and evaluation methodology, specifically, in instrument design, validation and validity; educational equity; diagnostic classroom assessment; evidence standards and the evidence debate; and standards-based educational reforms. Her research has been recognized by awards from the American Educational Research Association (Outstanding Publication Award, see lead article in Educational Researcher, 2004/05), the Florida Educational Research Association (Distinguished Paper Award, see lead article in the Journal of Outcome Measurement, 1995), and through competitive research grants from the National Science Foundation, Fulbright Commission and other agencies. She was named an Outstanding Reviewer in 2006 for her service on the Educational Researcher, a flagship scholarly journal of the American Educational Research Association. She is a Fellow at the National Educational Policy Center, and has taught graduate level, methodological courses at TC for over a decade, arguing for systems-oriented, mixed-methods designs for conducting impact studies of complex social interventions.
Chatterji was named a Fulbright Research Scholar in 2008, and is presently examining universal education and gender equity issues in primary schools of W. Bengal, India and Bangladesh. Other international projects included the co-hosting of AERI’s inaugural conference with Educational Testing Service, on the theme: “Conversations on Validity around the World”. AERI also offered a well-received inaugural capacity-building institute in March, 2012. Conference proceedings are currently in press in a special issue of the Teachers College Record and a forthcoming volume, Evaluating validity: international perspectives on educational assessment, accountability and equity (Emerald Publishers, U.K.), both to be edited by Chatterji. See: www.tc.edu/aeri
Chatterji has authored 40 refereed articles/chapters (as M. Banerji through 2000 and M. Chatterji thereafter) in outlets, such as, Educational Researcher, American Journal of Evaluation, Journal of Educational Psychology, Teachers College Record, Review of Educational Research, Educational and Psychological Measurement, International Encyclopedia of Education, The SAGE International Handbook of Educational Evaluation, and The International Journal of Educational and Psychological Assessment. Chatterji’s 2003 book, Designing and using tools for educational assessment (initially published by Allyn & Bacon/Pearson) is currently undergoing revision, and presents an iterative “Process Model” for the design and validation of assessments guided by user contexts. The model was recently applied for developing competency assessments in graduate medical education and health information technology programs (funded respectively, by the Stemmler Group of the National Board of Medical Examiners and the Office of the National Coordinator at the U.S. Department of Health and Human Services).
Chatterji has served on numerous national and international advisory panels, editorial boards, and as consultant, including an expert consensus committee convened by the Institute of Medicine of the National Academy of Sciences in the U.S. (2008-10), a group that developed a systems-based, evidence framework for decision-making in obesity prevention. Prior to joining TC in 2001, Chatterji served as Assistant Professor in educational measurement and research at the College of Education, University of South Florida (1996-2000), and as Supervisor, Research and Evaluation Services at the Pasco County school system in Florida (1988-1995).
Professor Chatterji's latest CV is available here: http://faculty.tc.columbia.edu/upload/mb1434/A.Vita2012.pdf
AERI: www.tc.edu/aeri
professional presentations
INVITED TALKS
Keynote speech at conference hosted for international clients (Indonesian delegates). December 21, 2012.
Pearson Educational Measurement, New York, NY.
Title: Validity Considerations with Large Scale Assessments.
Plenary session participant at the International Conference on Educational Measurement and Evaluation. August 10, 2012.
Phillipine Educational Measurement and Evaluation Association, Manila, Phillipines.
Title: Teacher Proficiency Indicators in Diagnostic Classroom Assessment.
Keynote speech given on June 16, 2011. International Forum on Talent Cultivation in Higher and Vocational Education held at Ningbo City, China, sponsored by Ningbo Polytechnic Institute and Institute of Higher Education, Xiamen University, China. Title: Talent Development in Higherand Vocational Education using a Diagnostic Classroom Assessment Model.
Invited Lecture at Institute of Higher Education, Xiamen University, China on March 15, 2010.
Title: Models of Quality Assessment and Evaluation in HigherEducation Systems in the U.S.
United States-India Educational Foundation, Kolkata, India—60th Anniversary Seminar Series, on February 18, 2010. Title: Gender equity in primary education in West Bengal and Bangladesh: Educational opportunities, achievement outcomes, and school completion rates
Institute of Medicine (Food and Nutrition Board), The National Academies, January 8, 2009. Invited panelist at open workshop on generating and using evidence effectively in obesity prevention decision-making. Title: Alternatives and tradeoffs in generating and evaluating evidence: Perspectives from education
BRAC-Research and Evaluation Division (RED), Dhaka, Bangladesh on March 10, 2008. Title: Assessing student learning: Building assessment capacity in Bangladesh’s schools and education systems.Audience from the Directorate of Primary Education, National Board of Textbook and Curriculum Development, Ministry of Secondary Education, BRAC University-Institute for Educational Development, BRAC Education Programs and BRAC-Research and Evaluation Division.
Invited talk at BRAC University-Institute for Educational Development, Dhaka, Bangladesh on February 12, 2007. Title: Assessment and evaluation in school organizations.
Psychometric Research Unit, Indian Statistical Institute (ISI), Kolkata, India on January 22, 2007 to ISI faculty and students. Title: Using structural equation modeling to study the internal structure of attitudinal measures.
American Educational Research Association (AERA), Mixed Methods SIG. Inaugural Session at AERA annual meeting on April 7, 2006. Title: Grades of evidence in effectiveness research and how mixed-method designs help: Evaluating the quality of findings against methodological choices of researchers.
Eastern Evaluation Research Society, an affliliate of the American Evaluation Association. Conference closing panel discussion with Grover J. Whitehurst of the Institute for Education Sciences, U.S. Department of Education and Nancy Wolff, Rutgers University, at the annual meeting on April 29, 2006. Title: Rigorous evaluations: Is there a gold standard?
Fordham University, Department of Clinical Psychology and Psychometrics, Colloquium Series. Feb 28, 2004. Title: Designing and validating construct measures using a unified process model.
American Educational Research Association/Institute for Education Sciences Postdoctoral Fellows' Summer Retreat, August 15, 2003.
Title: Instrumentation and validity of indicators.
Eastern Evaluation Research Society-An Affiliate of the American Evaluation Association, April 28, 2003. Paper Title: Models and methods for examining standards-based reforms (Sole author).
Florida Council on Elementary Education, April, 1989. Title: Results of the developmental kindergarten study.
American Association of University Women. Title: Continuous progress: New directions in elementary education at Pasco County (with a panel of administrators from the Pasco County School System and Robert H. Anderson, USF), 1991.
NATIONAL AND INTERNATIONAL CONFERENCES (Refereed or peer-reviewed papers marked **)
Survey-based non-cognitive measures for young respondents: Tackling errors using a
multi-stage validation approach(with Meiko Lin). Paper presented at the annual meeting of the National Council on Measurement in Education, April 16, 2012, at Vancouver, Canada.**
Bridging the evidence gap in obesity prevention: A framework for decision-making. Panel presentation with members of Institute of Medicine- Committee on Evidence Frameworks for Decision-making in Obesity Prevention, on November 11, 2010 at the annual conference of the American Evaluation Association.**
Proximal Assessment for Learner Diagnosis (PALD): A study of teacher practices and early teacher and student outcomes (first author with Ready, Koh, Choi and Iyengar). Paper presented at the annual meeting of the American Educational Research Association, March, 2008, at New York, NY.**
Proximal Assessment for Learner Diagnosis (PALD): Early teacher practices and outcomes of a classroom assessment intervention (with E.W. Gordon). Paper scheduled for presentation at the at the annual meeting of the American Evaluation Association, November, 2007, at Baltimore, Maryland.**
Grades of evidence: Evaluating the quality of findings against methodological actions in effectiveness research. Paper presented at the annual meeting of the American Educational Research Association in April, 2006, at San Francisco, CA.
Designing and validating measures of Teacher Attitudes towards Inclusive Education (TATIE) using an iterative process model (second author with Clare Sng). Paper presented at the annual meeting of the American Educational Research Association in April, 2005, at Montreal, Canada**
Documenting classroom processes and early effects of Dynamic Pedagogy: A study in selected elementary classrooms in New York (with E.A. Thomas, E.W. Gordon and other co-authors). Paper presented at the annual meeting of the American Educational Research Association in April, 2005, at Montreal, Canada**
Correlates of early school achievement: School- versus child-level factors that influence reading and mathematics achievement of ethnic minorities/non-minorities in first grade. Paper presented at the annual meeting of the American Educational Research Association in April, 2004, at San Diego, California**
Evidence of what works in education: An argument for extended term mixed-method designs. Paper presented at the annual meeting of the American Evaluation Association, November, 2004, at Atlanta, Georgia**
Gathering research-based evidence on a supplemental instruction program: A theory-driven quasi-experiment supported with classroom process data. Paper presented at the annual meeting of the American Educational Research Association in April, 2004, at San Diego, California**
Applying the Joint Committee's evaluation standards to international, health, rehabilitation, and education programs (with E. LeBlanc). Paper presented at the annual meeting of the American Evaluation Association, November 9, 2002**
Correlates of early childhood achievement: A comparison of different ethnic groups using the ECLS database. Paper presented at the annual meeting of the American Evaluation Association, November 9, 2002. Supported by the Institute for Urban and Minority Education, Teachers College, Columbia University**
Examining the influences of readiness for state-initiated assessment reforms on school practices and outcomes (with C. Sentovich, J. Ferron, & M. Mele). Paper presented at the annual meeting of the American Educational Research Association in April, 2001, at Seattle, Washington**
Designing district-level assessment systems. Paper presented at the annual meeting of the American Educational Research Association, Classroom Assessment SIG, in April, 2000, at New Orleans**
Examining construct validity of measures/scores using classical and many-facet Rasch approaches. Paper presented at the annual meeting of the American Educational Research Association in April, 1999, at Montreal, Canada**
Outcomes of schooling accounting for population demographics, risk factors, and instructional program offerings: A path analysis (with E. Paul). Paper presented at the annual meeting of the American Educational Research Association in April, 1999, at Montreal, Canada**
Achievement in grade K-2 classrooms implementing curriculum-based assessment reforms in mathematics. Paper presented at the annual meeting of the National Council on Measurement in Education in April, 1998, at San Diego, California**
Achievement in grade 3-5 classrooms implementing curriculum-based assessment reforms in mathematics. Paper presented at the annual meeting of the American Educational Research Association in March, 1997, at Chicago, Illinois**
Effects of an integrated classroom model on students with specific learning disabilities. Paper presented at the annual meeting of the American Educational Research Association in April, 1994, at New Orleans, Louisiana**
Examining dimensionality of data from an early childhood scale using Rasch analysis and confirmatory factor analysis (with R.M. Smith and R.F. Dedrick). Distinguished paper presentation at the annual meeting of the American Educational Research Association in April, 1994, at New Orleans, Louisiana**
A program evaluation of a multi-agency intervention program for middle school at-risk students. Paper presented at the annual meeting of the American Educational Research Association in April, 1993, at Atlanta, Georgia**
Predictive properties of the Gesell School Readiness Screening Test in samples from two treatment contexts. Paper presented at the annual meeting of the American Educational Research Association, Division D in April, 1991 at Chicago, Illinois**
A study of the effects of a ninth grade dropout prevention program: Trends on selected outcomes (with C. Pearson). Paper presented at the annual meeting of the American Educational Research Association, Division H, at Chicago, IL, April, 1991**
A longitudinal study of the effects of a two-year developmental kindergarten on academic achievement. Paper presented at the annual meeting of the American Educational Research Association, Division H, at Boston, MA, April, 1990**
Profile of a developmental kindergarten. Presentation on the evaluation study of the Pasco County Developmental Kindergarten program, made at the annual conference of the National Association for the Education of Young Children in November, 1990 at Washington, DC.**
An assessment of the importance of Joseph Mayer Rice in American educational research. Paper presented at the annual meeting of the American Educational Research Association, SIG on Educational Research, its History, Philosophy and Ethics, at New Orleans, LA, April, 1988.**
REGIONAL/LOCAL CONFERENCES
Moderating effects of personal, school, and family protective factors on young children’s achievement (with Young Ae Kwon). Paper presented at the Eastern Evaluation Research Society’s annual conference, at Absecon, New Jersey in April, 2005.**
An application of multi-faceted Rasch measurement to monitor the effectiveness of the Written Composition Test of English (WCTE) in the New York City Department of Education (with Stephen Hetherman). Paper presented at the annual conference of the Eastern Educational Research Association, in 2004, at Absecon, New Jersey.
Teacher attitude towards inclusive education: An instrument design and construct validation study. (with C Sng). Paper presented at the annual conference of the Eastern Educational Research Association, in 2004, at Absecon, New Jersey.
Evaluating the effects of a middle school dropout prevention program. Paper presented at the annual conference of the Eastern Educational Research Association in February, 2001, at Hilton Head, North Carolina.**
Influences of readiness for state assessment reforms on school practices and outcomes
Presenting Chair/Organizer (with C. Sentovich, M. Mele, J. Ferron). Papers presented at a symposium on State Assessment Reforms Studies, at the annual meeting of the Florida Educational Research Association, November, 2000, at Tallahassee, Florida.**
Explaining outcomes of schooling using a context-input-process-product framework: Empirical validation of a path model. (With R. Armstrong). Paper presented at the annual meeting of the Florida Educational Research Association, November, 2000 at Tallahassee, Florida.**
Conceptualization, pilot-testing, and validation of an instrument to measure of teacher readiness for educational reforms. (with C. Sentovich, G. Gobioff, J. Ferron). Paper presented at the annual conference of the Eastern Educational Research Association in February, 2000, at Clearwater, Florida.**
The development of an interactive, computerized module for teaching a graduate measurement course. Presented at the 21st Century Teaching Technologies Symposium in March 20, 1998 at the University of South Florida, Tampa, Florida.
Designing instructionally useful assessment reports: A pilot study (with C. Kerstyn). Paper presented at the annual conference of the Eastern Educational Research Association in February, 1998, at Tampa, Florida.**
The development of a web-based, interactive module for teaching a graduate measurement course. Presented at a symposium on technology-based instruction at the annual meeting of the Florida Educational Research Association, November, 1997, at Orlando, Florida.**
Applying facets analysis to data from portfolio writing samples. Paper presented at a symposium on the Pasco County Language Arts Portfolio program, at the annual meeting of the Florida Educational Research Association, November, 1995, at St. Petersburg, Florida.**
Developing teacher-friendly guides for assessing Florida's Goal 3 standards. Presentation made at a symposium on Florida's Goal 3 assessment project, at the annual meeting of the Florida Educational Research Association, November, 1995 at St. Petersburg, Florida.**
Redesigning assessment programs to support classroom teaching: A conceptual model for school districts. Paper presented at the annual meeting of the Florida Educational Research Association in November, 1994, at Tampa, Florida.**
Mapping writing development in primary children: Rasch applications on writing data from portfolios. Paper presented at the annual meeting of the Florida Educational Research Association in November, 1994 at Tampa, Florida.**
Redesigning assessment programs in school districts: The Pasco 2001 assessment project. Symposium presentation with B.W. Hall and R.A. Dailey at the annual meeting of the Florida Educational Research Council, March, 1994 at Tampa, Florida.**
Examining dimensionality of data from an early childhood scale using Rasch analysis and confirmatory factor analysis (with R.M. Smith and R.F. Dedrick). Paper presented at the annual meeting of the Florida Educational Research Association in November, 1993, at Destin, Florida.*
Managing alternative assessments: A computer-based solution for classroom teachers. Presentation made with Chuck Hutinger at the annual meeting of the Florida Educational Research Council in March, 1993, at Gainesville, Florida.**
Meeting the assessment challenge in Project CHILD: An application in the Pasco County Schools. Paper presented at the annual meeting of the Florida Educational Research Association in November, 1991, at Clearwater, Florida.**
Factor structure of the School Work Culture Profile in elementary and secondary samples (with K.J. Snyder). Paper presented at the annual meeting of the Florida Educational Research Association in November, 1991, at Clearwater, Florida.**
A descriptive study of elementary and secondary school work cultures using the School Work Culture Profile (with K.J. Snyder). Paper presented at the annual meeting of the Florida Educational Research Association in November, 1991, at Clearwater, Florida.**
A closer look at face validity. Paper presented at the annual meeting of the Florida Educational Research Association in November, 1986, at Tampa, Florida.**
grants
National Science Foundation (NSF) REESE Award, 2012-2013. $124,747.
Title: Improving validity at the nexus of assessment design and use: A proposal for an international conference and capacity-building institute in assessment and evaluation. Principal Investigator.
Educational Testing Service (ETS). 2011-12. $52,200. Co-sponsorship of conference with AERI on March 28-29, 2012. Title: Educational assessment, accountability and equity—Conversations on validity around the world.
Office of the National Coordinator, United States Department of Health and Human Services, Washington, D.C. Curriculum Development Center award to the Department of Biomedical Informatics, Columbia University (ca. 1.2 million). Subcontract for the development and validation of educational assessments in health information technology and designing a program evaluation protocol, 2010-2012: $204,000. Co-Principal Investigator with the Department of Health and Behavior Studies, TC.
The Nand and Jeet Khemka Foundation, India, 2008-2010. The Global Education and Leadership Foundation’s Life Skills and Leadership Programme: Development of curriculum-based assessments, formative evaluation of pilot programs, and organizational capacity-building in assessment and evaluation. $754,000 (approx. $350,000 for the assessment and evaluation components). Co-Principal Investigator with the Department of Arts and Humanities, TC.
Fulbright Research Award, 2007-08, Competition #7410. Center for International Exchange of Scholars, Washington D.C., June 2007. $13,837. Principal Investigator.
Stemmler Fund of the National Board of Medical Examiners (NBME) in collaboration with the Center for Educational Research and Evaluation, Columbia University- College of Physicians and Surgeons, April, 2006. $145,000. Title:Designing cognitive measures of practice-based learning and improvement as an iterative process combining Rasch and classical measurement methods. Co-Principal Investigator.
Community Foundation of Elmira/Corning/Finger Lakes areas. The Chemung County School Readiness Studies. $94,000 over a 3 year period (2006-09) granted to AERI. Principal Investigator.
National Science Foundation (NSF) EREC Solicitation 03-542, November, 2004-2008. $501,925. Title: Improving mathematics achievement in middle school students with systemic use of proximal assessment data. Principal Investigator.
U.S. Department of Education. School-based mentoring programs: Evaluation of long-term effects on adolescents in the Peekskill School District, NY. Sub-contract with Family Services of Westchester, N.Y. Funded in 2004; project duration January, 2005-December, 2007. $10,000 per year. Principal Investigator.
Carnegie Learning Corporation-Cognitive Tutor evaluation. Contract to evaluate the effects of the Cognitive Tutor mathematics program at 13 Brooklyn schools 2003-2004. $20,155. Principal Investigator.
Kumon North America, Inc. Grant to evaluate the effects of the Kumon supplementary math and reading programs at P.S. 180 in the Chancellor's District, New York. (2001-2002). $28,750. Principal Investigator.
Pinellas County Schools, Florida, Goals 2000 project, 1999-2001. Data-based decision-making in the classroom. Grant to develop a training manual in statistical analysis and use of assessment data for educational decision-making. $29,000. Principal Investigator.
Bureau of Teacher Education, Florida Department of Education, 1999. Readiness for Statewide Assessment Reforms and its Influence on School Practices and Outcomes. Grant to conduct a large scale survey to evaluate needs related to state-initiated reforms in nine Florida school districts. $25,000. Principal Investigator.
University of South Florida, Division of Sponsored Research, Creative Scholarship Grants Competition, March, 1999. Readiness for Statewide Assessment Reforms and Influences on School Practices and Outcomes. $7,500. Principal Investigator.
University of South Florida, Center for Teaching Enhancement, March, 1997. Designing and Validating Educational Assessments: A Computer-based Module. Instructional Technology Grants Competition. $7,500. Principal Investigator.
Florida Department of Education-Bureau of Curriculum, Instruction, and Assessment. Developing Teacher-friendly Guides for Assessing Florida's Goal 3 Standards. Invitational grant awarded to the Pasco County School System, March, 1995. $67,000. Project Leader and Primary Author.
principal publications
NOTE: Published as Madhabi Banerji through December, 2000 and as Madhabi Chatterji from January, 2001 to date.
PEER-REVIEWED BOOKS
Chatterji, M. (in press) (Ed.). Evaluating validity: International perspectives on educational assessment,
accountability and equity. [Emerald Publishers, U.K., accepted].Chatterji, M. (2003). Designing and Using Tools for Educational Assessment. Boston, MA: Allyn & Bacon/Pearson. Copyright transferred to author in 2009.
REFEREED JOURNAL ARTICLES AND CHAPTERS
Chatterji, M. (in press). Global forces and educational assessment: A closer look at invalidity issues in three international assessment cases . In M. Chatterji ( Ed.). Evaluating validity: International perspectives on educational assessment, accountability and equity. (pp. TBD). London, U.K.: Emerald Publishers.
Chatterji, M. (in press). (Guest Editor). When education measures go public: Stakeholder perspectives on how and why validity breaks down. Special Section in the Teachers College Record.
Chatterji, M. (in press). Bad tests or bad test use? A case study of SAT (mis)use and a foreword on why we need stakeholder conversations on validity. Teachers College Record.
Wyer, P.W. & Chatterji, M. (in press). Designing outcome measures for the accreditation of medical education programs as an iterative process combining classical test theory and Rasch measurement. The International Journal of Educational and Psychological Assessment.
http://faculty.tc.columbia.edu/upload/mb1434/PBLI-EBM[TIJEPA]11.14.12.pdf
Chatterji, M. (2012). Validation of a community-based comprehensive index of school readiness for entering kindergartners. The International Journal of Educational and Psychological Assessment, 10(1), 6-34. Special Issue on Early Childhood Assessments.
Chatterji, M. (2012). Development and validation of indicators of teacher proficiency in
diagnostic classroom assessment. The International Journal of Educational and Psychological
Assessment, 9(2), 4-25. Special Issue on Teacher Assessments.
Chatterji, M. (2010). Evaluation methodology. In P. Peterson, E. Baker, and B. McGaw (Eds.). International Encyclopedia of Education. Volume 3 (735-745), Oxford: Elsevier.
Chatterji, M., Koh, N., Choi, L., & Iyengar, R. (2009). Closing learner gaps proximally with teacher-mediated diagnostic classroom assessment. Research in the Schools, 16(2), 60-77.Chatterji, M. (2009). Enhancing impact evidence on how global educational initiatives work: Theory, epistemological foundations, and guidelines for applying multi phase, mixed method designs. In K.B. Ryan & J. B. Cousins (Eds.). The SAGE International Handbook of Educational Evaluation (92-111). Thousand Oaks, CA: Sage Publications.
Chatterji, M., Koh, N., & Iyengar, R. (2009). Logic models to support the empirical study of comprehensive education constructs. In E. W. Gordon and H. Varenne (Eds.). Theoretical Perspectives in Comprehensive Education-Volume II. New York, NY: Mellen Press.
Graham, M.J., Naqvi, N., Harding, K., Encandela, J.A., & Chatterji, M (2009). Systems-based practice defined: Taxonomy development and role identification for competency assessment of residents. Journal of Graduate Medical Education, 1(1), 49-60.
Chatterji, M.(2008). Synthesizing evidence from impact evaluations in education to inform action: Comments on Slavin. Educational Researcher, 37(1) 23-26.
Chatterji, M. (2007). Grades of evidence: Variability in quality of findings in effectiveness studies of complex field interventions. American Journal of Evaluation, 28(3), 3-17.
Chatterji, M., Kwon, Y.A., Paczosa, L., & Sng, C. (2006). Gathering evidence on an after-school supplemental instruction program: Design challenges and early findings in light of NCLB. Educational Policy Analysis Archives, 14(12).
Chatterji, M. (2005). Applying the Joint Committee's 1994 standards in international contexts: A case study of educational evaluations in Bangladesh. Teachers College Record, 107(10), 2373-2400. (Special Issue on New Perspectives in Program Evaluation).
Chatterji, M. (2005). Achievement gaps and correlates of early mathematics achievement: Evidence from the ECLS K-first grade sample. Educational Policy Analysis Archives,13(46).
Chatterji, M. (2002). Models and methods for examining standards-based reforms and accountability: Have the tools of inquiry answered pressing questions on improving schools? Review of Educational Research, 72(3), 345-386.
Chatterji, M. (2002) Measuring leader perceptions of school readiness for reforms: Use of an
iterative model combining classical and Rasch methods. Journal of Applied Measurement, 3(4), 455-485.
Ganguly, R. & Banerji, M. (2000). Hepatitis B virus infection and vaccine acceptance among university students. American Journal of Health Behavior, 24(2), 96-107.
Banerji, M. & Dailey, R.A. (1994). A study of the effects of an inclusion model on students with specific learning disabilities. Journal of Learning Disabilities, 28(8), 511-522.
Rushton, T.C., Ganguly, R., Sinnott, J.T., & Banerji, M. (1994). Barriers to immunization: An examination of factors that influence the application of pneumococcal vaccine by house staff. Vaccine, 12(13), 1173-1179.Banerji, M. & Malone, P. (1993). Effects of a multi-agency intervention program on at-risk middle school students. ERS Spectrum: Journal of School Research and Information, 11(4), 3-12.
Pearson, C.L. & Banerji, M. (1993). Effects of a ninth-grade dropout prevention program on student academic achievement, school attendance, and dropout rate. Journal of Experimental Education, 61(3), 247-256.Banerji, M., Anderson, R.H., & Kerstyn, C. (2000). Designing assessment systems for nongraded environments: Philosophical foundations and classroom applications. National Forum of Teacher Education Journal. 10(2), 19-39.
Banerji, M. (1999). Validation of scores/measures from a K-2 developmental assessment in mathematics. Educational and Psychological Measurement, 59(4), 694-715.
Banerji, M. & Ferron, J. (1998). Construct validity of a developmental assessment made up of mathematical patterns tasks. Educational and Psychological Measurement, 58(4), 634-660.
Banerji, M., Smith, R.M., & Dedrick, R. F. (1997). Dimensionality of an early childhood scale using Rasch analysis and confirmatory factor analysis. Journal of Outcome Measurement, 1(1), 56-86.Banerji, M. (1992b). An integrated study of the predictive properties of the Gesell School Readiness Screening Test. Journal of Psychoeducational Assessment, 10(3), 240-256.
Chatterji, M. (2010). Review of “Closing the Racial Achievement gap: Learning from Florida’s Reforms”. Boulder, CO: National Education Policy Center. Available at http://nepc.colorado.edu/thinktank/learnin-from-florida
Chatterji, M. (2005, April). Closing Florida’s achievement gaps: Florida Institute of Education (FIE) Policy Brief 4. Jacksonville, FL: Florida Institute of Education at the University of North Florida.
Chatterji, M. (2004, April). Good and bad news about Florida student achievement: Performance trends on multiple indicators since passage of the A+ legislation. Educational Policy Brief Research Unit, Doc No. EPSL-0401-105-EPRU, Tempe, AZ: Educational Policy Studies Laboratory.
Chatterji, M. (2001). Review of Empowerment Evaluation by David Fetterman. Evaluation and Program Planning.
Banerji, M. & Hutinger, C.P. (1993). Managing classroom assessments: A computer-based solution for classroom teachers. Florida Educational Research Council: Research Bulletin, 25(1), 31-43.
professional organization membership
CCPJ 4066: Foundations of testing and accountability
Introduces students to foundational concepts/skills in testing, emphasizing the principles of design, selection, validation, and appropriate use of formal and informal assessment tools for classroom instruction and various other practice-based, research, clinical, and/or accountability contexts. The course is particularly geared towards educational practitioners and other professionals who use data from assessments to inform their day-to-day practices or for research.
ORL 5522: Evaluation Methods I
Provides an overview of major evaluation models and social research methods useful in developing, monitoring and studying effects of programs, services and institutions in education, health and other fields. This is the second course in a three-course sequence in assessment and evaluation methods offered through the Organization and Leadership department. The prerequisite is the 4000-level course on testing, assessment and accountability or an instructor-approved substitute. Offered twice annually.
ORL 5523: Evaluation Methods II--Seminar
This evaluation research seminar, conducted in actual client contexts, provides laboratory and field experiences in planning, designing, execution, and reporting of various components of evaluations. This course is the third and culminating course in a three-course sequence in assessment and evaluation methods offered through the Organization and Leadership department. The prerequisite is ORL 5522, Evaluation methods I or an instructor-approved substitute. Offered once biennially, typically in fall.
ORL 5524: Instrument design and validation--Seminar
Provides hands-on seminar experiences in the design and validation of instruments to measure educational, psychological, health and social contracts. The type of instrument can vary according to student interests (e.g., multi-part surveys, attitude scales, behavior ratings scales, performance assessments or tests of cognitive abilities and achievement). The prerequisites are intermediate level courses in measurement/statistics or instructor-approved substitutes. Offered once biennially, typically in the fall.
Documents & Papers
Download: Curriculum Vitae [PDF]
Note: Pre-publication draft
Download: Development and Validation of Outcome Measures for Accreditation of Medical Education Programs [PDF]
