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My program of research focuses on the improvement of educational measurement at the local, national, and international levels.

George Engelhard


I received my Ph.D. in 1985 in Measurement, Evaluation, and Statistical Analysis (MESA program) from the University of Chicago in Chicago, Illinois. My dissertation was titled: The discovery of educational goals and outcomes: A view of the latent curriculum of schooling.

I served as co-editor of four books, and the author or co-author of over 150 journal articles, book chapters, and monographs. I currently serve on national technical advisory committees on educational measurement and policy for several states including Georgia, Louisiana, Michigan, New Jersey, Ohio, Pennsylvania, and Washington. I have received numerous awards and fellowships including a National Academy of Education/Spencer Foundation Fellowship Award, a Lilly Post-Doctoral Teaching Award, and a Writing Across the Curriculum Project Award. Currently, and am a fellow of the American Educational Research Association.

My research has focused on a variety of topics including the role of assessment in improving educational processes; Rasch measurement theory; rater-mediated assessments; history of measurement theory; assessment of written composition; development of affective human characteristics; teacher assessment; and certification testing. My current research projects are on the following: models of judgment for educational assessments; examination of rater effects in a variety of contexts; and standard-setting on high-stakes performance assessments.