Madhabi Chatterji, Ph.D., is Professor of Measurement, Evaluation and Education, and the founding director of the Assessment and Evaluation Research Initiative at Teachers College (TC), Columbia University, a center dedicated to promoting meaningful use of assessment and evaluation information, across disciplines and internationally.
Professor Chatterji’s general research and teaching interests lie broadly in assessment and evaluation methodology, as applied to practice and policy in education, health and other applied fields. Her publications focus on instrument design, validation and validity issues; evidence standards, the “evidence debate” and evidence synthesis methods; educational equity and standards-based educational reforms; and diagnostic classroom assessment models. A Fulbright Research Scholar in 2008, she is also studying issues of access, quality, and comprehensiveness of primary education through a collaboration with the Columbia Global Center-South Asia.
As an individual researcher or as AERI’s director, she serves as Principal Investigator (PI) or Co-PI on a number of ongoing research partnerships and projects, supported by competitive research grants or sponsorships from the National Science Foundation (2005-08; 2012-13), the Stemmler Fund of the National Board of Medical Examiners (2006-10), the U.S. Department of Health & Human Services (2010-12); the Educational Testing Service (2012); the Howard Hughes Medical Institute (2013-17), and private foundations in the U.S. and abroad.
Dr. Chatterji is the author/co-author/editor of two books and 50 refereed publications in several top-tier journals, including the Review of Educational Research, Educational Researcher, American Journal of Evaluation, Journal of Educational Psychology, Teachers College Record, and Educational and Psychological Measurement. Her book, Designing and using tools for educational assessment (2003, Allyn & Bacon/Pearson) presents an iterative process for the design and validation of instruments/measures guided by user contexts. The model was applied recently for developing competency assessments in nationally-funded graduate medical education and health information technology programs.
Most recent publications include: When Education Measures Go Public—Why We Need Stakeholder Conversations on Validity (2013, Teachers College Record); Validity and Test Use: An International Dialogue on Assessment, Accountability and Equity (2013, Emerald, UK); and L.E.A.D.: A framework for evidence gathering and use for prevention of obesity and other complex public health problems (2014, Health Education and Behavior). Since 2014, she is the co-editor of Quality Assurance in Education.
Past publications—where she recommends the use of systems-based, mixed-methods designs for gauging effectiveness of field interventions, and complementary use of classical and modern measurement techniques for validating measures—have been recognized by the American Educational Research Association (Outstanding Publication Award, 2004) and the Florida Educational Research Association (Distinguished Paper Award, 1993).
Dr. Chatterji has served on numerous national and international advisory panels and review boards, including an expert consensus committee convened by the Institute of Medicine of the National Academy of Sciences in the U.S. (2008-10), the editorial boards of Educational Measurement: Issues and Practice, a leading journal of the National Council on Measurement on Education, and the Educational Researcher, a flagship scholarly journal of the American Educational Research Association. Since 2006, she is a Fellow at the National Education Policy Center.
Prior to joining TC in 2001, Dr. Chatterji served as Assistant Professor in educational measurement and research at the College of Education, University of South Florida (USF, 1996-2000), and as Supervisor, Research and Evaluation Services at the Pasco County school system in Florida (1988-1995). She completed her doctorate in 1990 from USF. She emigrated to the U.S. in 1985 with her two then-young daughters. They are all now settled permanently in the U.S.
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