2012 TC Academics
Teachers College, Columbia University
Teachers College Columbia University

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Madhabi Chatterji

Professional Background

Educational Background

1990                Ph.D. University of South Florida, Tampa, Florida
                      
1980                M.Ed. St. Christopher's College, University of Madras, Madras, India           

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

      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.

      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). Thousand Oaks, CA: Sage Publications. 
       
      Chatterji, M., Koh, N., Choi, L., & Iyengar, R. (2009). Closing learner gaps proximally with teacher-mediated diagnostic assessment. Research in the Schools, 16(2), 60-77.
       
      Chatterji, M. (2007). Grades of Evidence: Variability in quality of findings in effectiveness research on complex field interventions. American Journal of Evaluation, 28(3), 3-17.
       
      Chatterji, M. (2006). Reading achievement gaps, correlates and moderators of early reading achievement: Evidence from the Early Childhood Longitudinal Study (ECLS) kindergarten to first grade sample. Journal of Educational Psychology, 98(3), 489-507. 
       
      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. (2004). Evidence on “what works”: An argument for extended-term mixed method (ETMM) evaluation designs. Educational Researcher, 33(9), 3-13. (Reprinted in Educational Researcher, 34(5), 14-24, 2005)
       
      Chatterji, M. (2003). Designing and Using Tools for Educational Assessment. Boston, MS: Allyn & Bacon/Pearson. 
       
      Chatterji, M. (2002).  Models and methods for examining standards-based reforms:  Have the tools of inquiry answered the pressing questions on improving schools? Review of Educational Research, 72(3), 345-386.
       
       

      professional experiences

      2006-present:           
      Associate Professor of Measurement and Evaluation (Tenured)
      Director, Assessment and Evaluation Research Initiative (AERI)
      Dept. of Organization and Leadership,
      Teachers College, Columbia University
       
       
      2001-2005:             
      Associate Professor of Measurement, Evaluation, and Education (Pre-tenure; reappointed in 2003)
      Dept. of Human Development,
      Teachers College, Columbia University.
       
       
      1996-2000:
      Assistant Professor, Department of Educational Measurement and Research,
      College of Education,
      University of South Florida.
       
       
      1988-1995:
      Supervisor, Research and Evaluation Services
      District School Board of Pasco County, Florida                                   

      honors and awards

      Provost’s Investment Fund Award, 2010-12, Teachers College, Columbia University.
      "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."

      Outstanding Publication Award, American Educational Research Association, 2004.
      "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.

      Distinguished Paper Award:  Florida Educational Research Association, 1993.
      "Examining dimensionality of data generated from an early childhood scale using Rasch analysis and confirmatory factor analysis"
      (Lead Article in the Journal of Outcome Measurement in 1995).
       
      Fellow, National Educational Policy Center, University of Colorado at Boulder
      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

      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.

      Chatterji, M., Graham, M.J, & Wyer, P.W. (2009) Mapping cognitive overlaps between practice-based learning and improvement and evidence-based medicine: An operational definition for assessing resident physician competence. Journal of Graduate Medical Education, 1(2), 287-298.

      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. (2006). Reading achievement gaps, correlates and moderators of early reading achievement: Evidence from the Early Childhood Longitudinal Study (ECLS) kindergarten to first grade sample. Journal of Educational Psychology, 98(3), 489-507.

      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. (2004). Evidence on “what works”: An argument for extended-term mixed method (ETMM) evaluation designs. Educational Researcher, 33(9), 3-13. (Reprinted in Educational Researcher, 34(5), 14-24, 2005).

      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. 
       
      Chatterji, M., Sentovich, C, Ferron, J., & Rendina-Gobioff, G. (2002). Using an iterative model to conceptualize, pilot-test, and validate scores from an instrument measuring teacher readiness for educational reforms. Educational and Psychological Measurement, 62, 442-463.

      Ganguly, R. & Banerji, M. (2000). Hepatitis B virus infection and vaccine acceptance among university students. American Journal of Health Behavior, 24(2), 96-107. 
       
      Ganguly, R. & Banerji, M. (1998). Factors affecting influenza vaccination practices in public clinics. Florida Journal of Public Health, 10(1), 17-21.  

      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. (2000) Construct validity of scores/measures from a developmental assessment in mathematics using classical and many-facet Rasch measurement. Journal of Applied Measurement, 1(2), 177-198.

      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. (1992a). Factor structure of the Gesell School Readiness Screening Test. Journal of Psychoeducational Assessment, 10(4), 342-354.

      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.   

       
      POLICY BRIEFS AND OTHER ARTICLES

      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

      SERVICE IN PROFESSIONAL ORGANIZATIONS
                 
      American Evaluation Association (AEA):Member, 2000-present
      Journal article reviewer, American Journal of Evaluation (ongoing)
      Conference participant (ongoing) and International Topical Interest Group (TIG)
      ambassador.
       
      American Educational Research Association (AERA):Member, 1986-present
      Conference Proposal Reviewer for Divisions D and H: 1996, 1997, 1998, 1999, 2000, 2005
      Division H Evaluation Report Judging Panel, 2004
      Session Discussant, 2005
      Journal article reviewer, American Educational Research Journal, Educational Evaluationand Policy Analysis, Educational Researcher (topical, ongoing)
      Editorial Board Member, Educational Researcher, 2006-09.
       
      Eastern Evaluation Research Society (EERS), and affiliate of the American EvaluationAssociation: 
      Member, 2002-present
      Member of the Board, 2004-2006
      Annual Conference Program Committee Member 2005-2006.
       
      Florida Educational Research Association (FERA):  Member, 1986-2000
      Chair of Researcher of the Year Committee, 1997
      Member of Researcher of the Year Committee, 1996
      Chair of Professional Development and Training Committee, 1993
      Conference proposal reviewer and/or discussant 1991-1997, 1999
      Nominated as candidate for president, 1997           
       
      National Council on Measurement in Education (NCME):  Member, 1987-present
      Member, Nominations Committee 1993
      Proposal reviewer for NCME conferences, 1996, 1997, 1998, 1999
       
      Florida Educational Research Council (FERC):  
      Member, 1990-1995, by appointment of the Superintendent, Pasco County Schools
      Member of the Conference Planning Committee, 1993
      Nominated and elected Treasurer, 1994
      Nominated President-Elect, 1995 (Did not serve as President due to move to USF)
       
      Florida Public Health Association (FPHA):  Member, 1999-2000

      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]

      Download: 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. [PDF]

      Download: 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. [PDF]

      Download: Chatterji, M. (2010). Evaluation methodology. In P. Peterson, E. Baker, and B. McGaw (Eds.). International Encyclopedia of Education. Volume 3 (735-745), Oxford: Elsevier. [PDF]

      Download: 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. [PDF]

      Download: 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.). [PDF]

      Download: 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. [PDF]

      Download: Chatterji, M., Graham, M.J, & Wyer, P.W. (2009) Mapping cognitive overlaps between practice-based learning and improvement and evidence-based medicine: An operational definition for assessing resident physician competence. [PDF]

      Download: 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. [PDF]

      Download: Chatterji, M.(2008). Synthesizing evidence from impact evaluations in education to inform action: Comments on Slavin. Educational Researcher, 37(1) 23-26. [PDF]

      Download: Chatterji, M. (2006). Reading achievement gaps, correlates and moderators of early reading achievement: Evidence from the Early Childhood Longitudinal Study (ECLS) kindergarten to first grade sample. Journal of Educational Psychology, 98(3), 489-507. [PDF]

      Download: 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. [PDF]

      Download: 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). [PDF]

      Download: 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). [PDF]

      Download: Chatterji, M. (2004). Evidence on “what works”: An argument for extended-term mixed method (ETMM) evaluation designs. Educational Researcher, 33(9), 3-13. (Reprinted in Educational Researcher, 34(5), 14-24, 2005). [PDF]

      Download: 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). [PDF]

      Note: Pre-publication draft

      Download: Development and Validation of Outcome Measures for Accreditation of Medical Education Programs [PDF]

      Download: 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. [PDF]

      Download: 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. [PDF]

      Download: Chatterji, M., Sentovich, C, Ferron, J., & Rendina-Gobioff, G. (2002). Using an iterative model to conceptualize, pilot-test, and validate scores from an instrument measuring teacher readiness for educational reforms. [PDF]

      Download: Ganguly, R. & Banerji, M. (2000). Hepatitis B virus infection and vaccine acceptance among university students. American Journal of Health Behavior, 24(2), 96-107. [PDF]

      Download: Ganguly, R. & Banerji, M. (1998). Factors affecting influenza vaccination practices in public clinics. Florida Journal of Public Health, 10(1), 17-21. [PDF]

      Download: 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. [PDF]

      Download: 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. [PDF]

      Download: 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. [PDF]

      Download: 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. [PDF]

      Download: Banerji, M. (2000) Construct validity of scores/measures from a developmental assessment in mathematics using classical and many-facet Rasch measurement. Journal of Applied Measurement, 1(2), 177-198. [PDF]

      Download: 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. [PDF]

      Download: Banerji, M. (1999). Validation of scores/measures from a K-2 developmental assessment in mathematics. Educational and Psychological Measurement, 59(4), 694-715. [PDF]

      Download: 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. [PDF]

      Download: 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. [PDF]

      Download: Banerji, M. (1992a). Factor structure of the Gesell School Readiness Screening Test. Journal of Psychoeducational Assessment, 10(4), 342-354. [PDF]

      Download: 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. [PDF]

      Centers and Projects

      Assessment and Evaluation Research Initiative