Chatterji, Madhabi (mb1434) | Teachers College Columbia University

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Chatterji, Madhabi
Professor of Measurement- Evaluation & Education Director- Assessment & Evaluation Research Initiative (AERI)
Organization & Leadership
212-678-3357

Office:
282 GDodge

Office Hours:
Fall: Mondays, 5-6:30 PM; Tuesdays, 1-2:30 PM Appointments preferred

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

Initially focused mainly on problems in Education in the U.S., Madhabi Chatterji’s research and scholarly interests now encompass interdisciplinary and international problems. Today, her research reflects four major lines of inquiry that intersect with policy and practice concerns in education, health, psychology and other applied fields. Research themes prevalent in her work and projects at AERI are:

  • Evidence Standards, Evidence-Gathering and Evidence-Synthesis Methods: Supporting Evidence-based Practices and Policies
  • Assessment Design, Validation and Validity Issues
  • Standards-based Education Reforms, Educational Equity and Closing Achievement Gaps
  • Assessment Policy, Capacity-building and Action-oriented Evaluation Research:  Promoting Meaningful Use

 

INTERDISCIPLINARY STUDIES IN EDUCATION:  Doctoral degree applicants interested in working with Professor Chatterji may find more information here.

Selected Publications

NOTE: Selected publications are organized by areas of scholarly interest. Professor Chatterji published as Madhabi Banerji from 1990-2000.

  • Evidence Standards, Evidence-Gathering and Evidence-Synthesis Methods

Chatterji, M, Green, L.W., & Kumanyika, S. (2014). L.E.A.D.: A framework for evidence gathering and use for the prevention of obesity and other complex public health problemsHealth Education & Behavior, 41 (1) 85-99.

Chatterji, M. (2008). Synthesizing evidence from impact evaluations in education to inform action: Comments on SlavinEducational Researcher, 37 (1) 23-26.

Chatterji, M. (2007). Grades of Evidence: Variability in quality of findings in effectiveness research on complex field interventionsAmerican Journal of Evaluation, 28(3), 3-17.

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. (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. (2005). Applying the Joint Committee's 1994 standards in international contexts: A case study of educational evaluations in BangladeshTeachers College Record, 107 (10), 2373-2400. Special Issue on New Perspectives in Program Evaluation.

Chatterji, M., Kwon, Y.A., Paczosa, L., & Sng, C. (2006). Gathering evidence on an after-school supplemental instruction program: Design challenges, lessons, and early findings in light of NCLBEducational Policy Analysis Archives, 14 (12).

 

  • Assessment Design, Validation, Validity Issues

Chatterji, M. (Ed.) (2013). Validity and test use: An international dialogue on educational assessment, accountability, and equity. Bingley, UK: Emerald Group Publishing Limited.

Chatterji, M. (2003). Designing and Using Tools for Educational Assessment. Boston, MA: Allyn & Bacon/Pearson.

Wyer, P.W. & Chatterji, M. (2013). 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 Assessment13 (2), 35-61.

Chatterji, M. (2012). Development and validation of indicators of teacher proficiency in diagnostic classroom assessmentThe International Journal of Educational and Psychological Assessment9 (2), 4-25.

Chatterji, M. (2013). Global forces and educational assessment: A foreword on why we need an international dialogue on validity and test use. In M. Chatterji (Ed.), Validity and test use: An international dialogue on educational assessment, accountability, and equity (pp. 1-14). Bingley, UK: Emerald Group Publishing Limited.

Chatterji, M. (2013). Insights, emerging taxonomies, and theories of action to improve validity. In M. Chatterji (Ed.), Validity and test use: An international dialogue on educational assessment,accountability, and equity (pp. 273-308). Bingley, UK: Emerald Group Publishing Limited. *

Chatterji, M., Sentovich, C, Ferron, J., & Rendina-Gobioff, G. (2002). Using an iterative validation model to conceptualize, pilot-test, and validate scores from an instrument measuring Teacher Readiness for Educational ReformsEducational and Psychological Measurement62, 442-463.

Chatterji, M. (2002). Measuring leader perceptions of school readiness for standards-based reforms and accountabilityJournal of Applied Measurement3 (4), 455-485.

Banerji, M. (1999). Validation of scores/measures from a K-2 developmental assessment in mathematicsEducational and Psychological Measurement59 (4), 694-715.

Banerji, M. & Ferron, J. (1998). Construct validity of a developmental assessment made up of mathematical patterns tasksEducational and Psychological Measurement58 (4), 634-660.

Banerji, M., Smith, R.M., & Dedrick, R. F. (1997). Dimensionality of an early childhood scale using Rasch analysis and confirmatory factor analysisJournal of Outcome Measurement1 (1), 56-86.

Banerji, M. (2000). Construct validity of scores/measures of a developmental assessment in mathematics using classical and many-facet Rasch analysisJournal of Applied Measurement1 (2), 177-198.

 

  • Standards-based Education Reforms, Educational Equity and Closing Achievement Gaps

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 Research72 (3), 345-386.

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 sampleJournal of Educational Psychology, 98 (3), 489-507.

Chatterji, M. (2005). Achievement gaps and correlates of early mathematics achievement: Evidence from the ECLS K-first grade sampleEducational Policy Analysis Archives, 13 (46).

Chatterji, M., Koh, N., Choi, L., & Iyengar, R. (2009) Closing learner gaps proximally with teacher-mediated diagnostic assessmentResearch in the Schools16 (2), 60-77.

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. & Gordon, E.W. (2008). Educational Equity. In Vincent N. Parrillo (Ed.). Encyclopedia of Social Problems, Vol. 1, (Pp. 293-4). Thousand Oaks, CA: Sage Publications.

 

  • Assessment Policy, Capacity-building and Action-oriented Evaluation Research:  Promoting Meaningful Use

Chatterji, M. (2013). Bad tests or bad test use? A case of SAT® use to examine why we need stakeholder conversations on validityTeachers College Record, 115 (9), 1-7.

Chatterji, M. (Ed.) (2013).When education measures go public: Stakeholder perspectives on how and why validity breaks downTeachers College Record115 (9).

Chatterji, M. & Welner, K. G. (2014) (Guest Eds.). Validity, assessment and accountability: Contemporary issues in primary, secondary, and higher educationQuality Assurance in Education, 22 (1).Special Issue.

Chatterji, M. (2014) (Guest Ed.). Issues in assessment, accountability and qualityQuality Assurance in Education, 22 (4). Special Issue.

 Popham, W. J., Berliner, D.C., Kingston, N., Fuhrman, S.H., Ladd, S.M., Charbonneau, J. & Chatterji, M. (2014). Can today's standardized tests yield instructionally useful data? Challenges, promises and the state of the artQuality Assurance in Education 22 (4), 300-315.

Pizmony-Levy, O., Harvey, J., Schmidt, W., Noonan, R., Engel, L., Feuer, M.J., Santorno, C., Rotberg, I., Ash, P., Braun, H., Torney-Purta, J., & Chatterji, M. (2014). On the merits of, and myths about, international assessmentsQuality Assurance in Education, 22 (4), 316-335.

Gordon, E. W., McGill, M.V., Sands, D.I., Kalinich, K., Pellegrino, J.W. , & Chatterji, M. (2014). Bringing formative assessment to schools and making it countQuality Assurance in Education, 22 (4), 336-350.

Caines, J., Bridglall, B.L., & Chatterji, M. (2014). Understanding validity and fairness issues in high stakes individual testing situationsQuality Assurance in Education22 (1), 5-18.

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

Banerji, M. & Dailey, R.A. (1994). A study of the effects of an inclusion program of Elementary students with specific learning disabilities.Journal of Learning Disabilities28 (8), 511-522.

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 Education61 (3), 247-256.


Education Week BLOG and Op-Ed:

Chatterji, M. & Harvey J. (2014). (Co-facilitators). Assessing the Assessments: K-12 Measurement and Accountability in the 21st Century. A blog featuring debate and dialogue among scholars and K-12 school officials/practitioners at Education Week’s blog site: http://blogs.edweek.org/edweek/assessing_the_assessments

Chatterji, M. (2014). Let’s mend, not end, educational testingEducation Week, Issue 24. Op-ed in print on March 12, 2014.

Chatterji, M. (2014). Validity, test use, and consequences: Pre-empting a persistent problem. In Assessing the Assessments: K-12 Measurement and Accountability in the 21st Century at Education Week’s blog site on March 17, 2014: http://blogs.edweek.org/edweek/assessing_the_assessments.

 

MADHABI CHATTERJI

Madhabi Chatterji, Ph.D., is the 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  (See AERI at: www.tc.edu/aeri).

Professor Chatterji’s general research and teaching interests lie broadly in assessment and evaluation methodology, as applied to practice and policy in education, health, psychology and other applied fields. Her publications focus on instrument design, construct validation and validity issues; evidence standards, the “evidence debate” and improving methods for evidence gathering, synthesis, and use; educational equity and standards-based educational reforms; and diagnostic classroom assessment.

A Fulbright Research Scholar in 2008, she is also interested in issues of equity, quality, and comprehensiveness of primary education in South Asia. Her past publications—where she recommends the use of systems-based, mixed-methods designs for assessing the effectiveness of complex social 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).

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 collaborative 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 over 50 refereed publications in several top-tier journals, including the Review of Educational ResearchEducational Researcher, Journal of Educational PsychologyAmerican Journal of EvaluationTeachers College Record, Journal of Learning Disabilities and Educational and Psychological Measurement. Her first 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.

Recent publications include: When Education Measures Go Public—Why We Need Stakeholder Conversations on Validity (Teachers College Record); Validity and Test Use: An International Dialogue on Assessment, Accountability and Equity (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). Currently, she is the co-editor of the international evaluation journal, Quality Assurance in Education.

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, now the National Academy of Medicine (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 at the University of Colorado at Boulder.

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 (1996-2000), and as Supervisor, Research and Evaluation Services at the District School System of Pasco County,  Florida (1988-1995). She received her Ph.D. in 1990 from University of South Florida.

Madhabi emigrated to the U.S. in 1985 as a first year doctoral student with her two then-young daughters. They are all now settled permanently in the U.S.

To learn more about Professor Chatterji’s current roles and activities, visit the :

AERI site at  www.tc.edu/aeri

Columbia Global Centers-South Asia, Faculty Steering Committee page: http://globalcenters.columbia.edu/mumbai/profile-wind_ldap/351

NEPC site at :   http://nepc.colorado.edu/author/chatterji-madhabi.

 

Subcontract with the International Medical Corps (IMC), 2013-14. Evaluating comprehensive mental health and psychosocial support services for vulnerable refugees. $52,683. Co-Principal Investigator (with the Department of Clinical and Counseling Psychology, TC).

 

Subcontract with the Howard Hughes Medical Institute (HHMI) project at Barnard College, 2013-2017.  $31,998. Received a 4 year subcontract to support the Hughes Science Pipeline Project for middle schools. Principal Investigator.

 

National Science Foundation (NSF) REESE Award, 2012-2013. $148,747. 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 AERI's inaugural conference 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.

TC Global Investment Fund Award, 2014
Teachers College, Columbia University

Provost’s Investment Fund Award, 2011
Teachers College, Columbia University

Fulbright Research Scholar, 2008
Center for International Exchange of Scholars (Fulbright Commission), Washington, D.C.
Study title: A study of gender equity in primary education in Bengali-speaking regions of India and Bangladesh: Evaluating access, opportunities, and factors affecting school outcomes and completion rates.

Outstanding Reviewer, 2006
Publications Committee, Educational Researcher, American Educational Research Association.

Outstanding Publication Award (Advances in Research Methodology-Division H): American Educational Research Association, 2004
Paper title: Evidence on what works: An argument for Extended-term Mixed Methods (ETMM) designs
Note: Published as a lead article in the Educational Researcher in 2004; reprinted in 2005.

Fellow, National Educational Policy Center (NEPC), University of Colorado at Boulder
Previously Fellow, Educational Policy Research Unit (EPRU), Arizona State University,
2006-present.

Distinguished Paper Award: Florida Educational Research Association, 1993
Paper title: Examining dimensionality of data generated from an early childhood scale using Rasch analysis and confirmatory factor analysis.  
Note: Published as a lead article in the Journal of Outcome Measurement in 1997.

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.

Note: Professor Chatterji published as Madhabi Banerji from 1990-2000 and as Madhabi Chatterji from January, 2001-present. Articles are organized by scholarly interest area.


BOOKS

Chatterji, M. (2013). (Ed.). Validity and test use: An international dialogue on educational assessment, accountability, and equity. Bingley, UK: Emerald Group Publishing Limited

Chatterji, M. (2003). Designing and Using Tools for Educational Assessment. Boston, MA: Allyn & Bacon/Pearson. 

Chatterji, M. (Forthcoming). Assessment design:  A user-centered methodology for multidisciplinary constructs and applications. New York, NY: Guilford Publishers.


REFEREED ARTICLES

Assessment design, construct validation, validity issues

Popham, W. J., Berliner, D.C., Kingston, N., Fuhrman, S.H., Ladd, S.M., Charbonneau, J. & Chatterji, M. (2014). Can today's standardized tests yield instructionally useful data? Challenges, promises and the state of the art. Quality Assurance in Education 22 (4), 300-315.

Pizmony-Levy, O., Harvey, J., Schmidt, W., Noonan, R., Engel, L., Feuer, M.J., Santorno, C. Rotberg, I., Ash, P., Braun, H., Torney-Purta, J., & Chatterji, M. (2014). On the merits of, and myths about, international assessments. Quality Assurance in Education, 22 (4), 316-335.

Gordon, E. W., McGill, M.V., Sands, D.I., Kalinich, K., Pellegrino, J.W. , & Chatterji, M. (2014). Bringing formative assessment to schools and making it count. Quality Assurance in Education, 22 (4), 336-350.

Chatterji, M. (2013). Bad tests or bad test use? A case of SAT® use to examine why we need stakeholder conversations on validity. Teachers College Record, 115 (9), 1-7.

Wyer, P. W. & Chatterji, M. (2013). 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, 13 (2), 35-61.

Chatterji, M. (2013). Global forces and educational assessment: A foreword on why we need an international dialogue on validity and test use. In M. Chatterji (Ed.), Validity and test use: An international dialogue on educational assessment, accountability, and equity (pp. 1-14). Bingley, UK: Emerald Group Publishing.

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

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.

Evidence standards, the “evidence debate” and evaluation methods

Chatterji, M, Green, L.W., & Kumanyika, S. (2014). L.E.A.D.: A framework for evidence gathering and use for the prevention of obesity and other complex public health problemsHealth Education & Behavior, 41 (1) 85-99.

Chatterji, M. (2008). Synthesizing evidence from impact evaluations in education to inform action: Comments on SlavinEducational Researcher, 37 (1) 23-26.

Chatterji, M. (2007). Grades of Evidence: Variability in quality of findings in effectiveness research on complex field interventionsAmerican Journal of Evaluation, 28(3), 3-17.

Chatterji, M. (2009). Enhancing scientific evidence on the how global educational initiatives work:  Theory, epistemological foundations, and guidelines for applying multi-phase, mixed methods 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. (2010). Evaluation methodology. In P. Peterson, E. Baker, and B. McGaw (Eds.). International Encyclopedia of Education. Volume 3 (735-745), Oxford: Elsevier.

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

Chatterji, M. (2005). Applying the Joint Committee's 1994 standards in international contexts: A case study of educational evaluations in Bangladesh [Special Issue on New Perspectives in Program Evaluation]. Teachers College Record, 107 (10), 2373-2400.

Banerji, M. & Dailey, R.A. (1994). A study of the effects of an inclusion program for elementary students  with specific learning disabilitiesJournal of Learning Disabilities, 28 (8), 511-522.

Standards based reforms and educational equity

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 sampleJournal of Educational Psychology, 98(3), 489-507. 

Chatterji, M. (2005). Achievement gaps and correlates of early mathematics achievement: Evidence from the ECLS K-first grade sampleEducational Policy Analysis Archives, 13(46). 

Chatterji, M., Kwon, Y.A., Paczosa, L., & Sng, C. (2006). Gathering evidence on an after-school supplemental instruction program: Design challenges, lessons, and early findings in light of NCLBEducational Policy Analysis Archives, 14 (12).

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.

Chatterji, M. (2002) Measuring leader perceptions of school readiness for standards-based reforms and accountabilityJournal of Applied Measurement, 3(4), 455-485.

Diagnostic classroom assessment

Chatterji, M. (2012). Development and validation of indicators of teacher proficiency in diagnostic classroom assessment [Special issue on Teacher Assessments]. The International Journal of Educational and Psychological Assessment, 9(2), 4-25.

Chatterji, M., Koh, N., Choi, L., & Iyengar, R. (2009). Closing learner gaps proximally with teacher-mediated diagnostic assessmentResearch in the Schools, 16(2), 60-77.


EDITED VOLUMES

Chatterji, M. (2014) (Guest Ed.).  Assessment, accountability and quality issues.  Quality Assurance in Education, 22 (4). Special Issue.

Chatterji, M. (2013). (Guest Ed.). When education measures go public: Stakeholder perspectives on how and why validity breaks downTeachers College Record, 115 (9).

Chatterji, M. & Welner, K. G. (2014) (Guest Eds.). Validity, assessment and accountability: Contemporary issues in primary, secondary, and higher educationQuality Assurance in Education, 22 (1). Special Issue.

OP-ED ARTICLES, REVIEWS AND BLOGS

Chatterji, M. (2014). Let’s mend, not end, educational testingEducation Week, Issue 24. In print on March 12, 2014.

Chatterji, M. (2014). Validity, test use, and consequences: Pre-empting a persistent problem. In Assessing the Assessments: K-12 Measurement and Accountability in the 21st Century at Education Week’s blog site on March 17, 2014: http://blogs.edweek.org/edweek/assessing_the_assessments .

Chatterji, M. (2014). Formative classroom assessment and assessment for accountability: Finding a balance. In Assessing the Assessments: K-12 Measurement and Accountability in the 21st Century at Education Week’s blog site on May 16, 2014: http://blogs.edweek.org/edweek/assessing_the_assessments .

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.

 

2015- present:           
Professor of Measurement, Evaluation, and Education
Director, Assessment and Evaluation Research Initiative (AERI at www.tc.edu/aeri)
Program of Social-Organizational Psychology, Dept. of Organization and Leadership,
Teachers College, Columbia University

2006-2015:          
Associate Professor of Measurement, Evaluation, and Education
Director, Assessment and Evaluation Research Initiative (AERI)
Program of Social-Organizational Psychology, Dept. of Organization and Leadership,
Teachers College, Columbia University

2001-2005:            
Associate Professor of Measurement, Evaluation, and Education (Reappointed in 2003; tenured in 2005)
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         

  1. 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 (periodic).

  1. American Educational Research Association (AERA):Member, 1986-present
    Conference Proposal Reviewer for Divisions D and H: Ongoing
    Division H Evaluation Report Judging Panel, 2004
    Session Discussant, Ongoing
    Journal article-peer reviewer, American Educational Research Journal, Educational Evaluation and Policy Analysis, Educational Researcher (topical, ongoing)
    Editorial Board Member, Educational Researcher, 2006-09.

  1. Eastern Evaluation Research Society (EERS), an affiliate of the American Evaluation Association: 
    Member, 2002-present
    Member of the Board, 2004-2006
    Annual Conference Program Committee Member 2005-2006.

  1. 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           

  1. National Council on Measurement in Education (NCME):  Member, 1987-present
    Editorial Board Member: Educational Measurement-Issues and Practice 1995-97
    Member, Nominations Committee 1993
    Proposal reviewer for NCME conferences: Ongoing

  1. Florida Educational Research Council (FERC):  Member, 1990-1995
    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)

  1. Florida Public Health Association (FPHA):  Member, 1999-2000
    Invited lecture at Calcutta University’s Department of Education, Alipore Campus, Kolkata, India on February 5, 2014. Title: Measures and Correlates of Mathematics Self-efficacy, Mathematics Self-Concept and Mathematics-Anxiety in Elementary Students: An Instrument Design and Validation Study.

INVITED TALKS

Invited lecture to the Faculty of Education and the Doctoral Program of Education at Universidad Nacional de Educación a Distancia (UNED) in Madrid, Spain on January 12, 2015. Title:  Mixed Methods Evaluations

Keynote speech at an international education assessment conference organized by the Ministry of Education and Culture and Yogyakarta State University, Indonesia on November 8,  2014.
Title: Issues in ImplementingClassroom Assessment and the Proximal Assessment for Learner Diagnosis (PALD) Model

Invited lecture at Calcutta University’s Department of Education, Alipore Campus, Kolkata, India on February 5, 2014. Title: Measures and Correlates of Mathematics Self-efficacy, Mathematics Self-Concept and Mathematics-Anxiety in Elementary Students: An Instrument Design and Validation Study.

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 Higher and 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 Lecture at the 12th International and 43rd National Conference of the Indian Academy of Applied Psychology, Kolkata, India on February 7, 2008.Title: Mixed-method designs for studying effects of complex field interventions: Criteria for screening the type and grade of evidence.

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 affiliate 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. Title: Knowledge production through documentation and evaluation.

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.           

For other National and International Conferences see recent vitae under Documents

Courses

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Research in 2004

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Chatterji Talks about Making and Taking Tests

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A New Way to Troubleshoot Student Learning

Two new studies show that teachers who successfully use a method called proximal assessment for learner diagnosis, or PALD, can boost the performance of fifth and sixth grade students in math.

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Equity Campaign Announces New Assessment and Evaluation Research Initiative

The Campaign for Educational Equity, launched at Teachers College in 2005 to help narrow the gap between the nation's most advantaged and disadvantaged students, will now evaluate school-based efforts outside the College that have that same goal.

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Introducing Peer Review

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TC's Equity Campaign Teams with the Harlem Children's Zone

TC's Campaign for Educational Equity is partnering with the Harlem Children's Zone (HCZ) to evaluate the long-term effectiveness of HCZ's system of early and progressive interventions aimed at improving health and educational opportunities for preschool-aged children.

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Developing Young Leaders in India

Teachers College has received a $750,000 grant from The Global Education and Leadership Foundation (tGELF) to help develop and assess a leadership curriculum for junior high and high school students at a group of schools in India. tGELF is an Initiative of the The Nand and Jeet Khemka Foundation, the philanthropic arm of the SUN Group, an energy corporation based in India and Russia.

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TC at AERA, 2008

Hank Levin is giving the Distinguished Lecture; Janet Miller is receiving a lifetime achievement award; Susan Fuhrman, Amy Wells, Jeanne Brooks-Gunn and Edmund Gordon are speaking in Presidential Sessions, and Gordon and colleagues are part of "A Scholar's Evening in Harlem." And then there's the research.

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Previewing TC at AERA

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TC at AERA 2013

Some 172 faculty, students and others affiliated with Teachers College will present at "Education and Poverty: Theory, Research, Policy and Praxis," this year's meeting of the American Educational Research Association (AERA), which will be held in San Francisco from April 27-May 1.

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Chatterji Part of Prestigious Committee Recommending Major Change in Thinking About Obesity Studies

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Changing the Paradigm in Obesity Studies

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Staff news

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Menghan Shen: Marshaling the Power of Her Peers

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Columbia University is one of the nation's top producers this year of Fulbright Students and Fulbright Scholars -- and TC has played an important part in that success. Top-producing institutions were highlighted in the October 24th digital edition of The Chronicle of Higher Education.

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International Conference Will Examine Issues of Validity, Educational Assessment, Equity and Accountability

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Assessing Assessments — and Assessment Use

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2012 Year in Review

Covering the period of September 1, 2011 through August 31, 2012

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Academic Festival 2013: The Sessions

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