Chad Gotch's interests center on maximizing effective and proper use of educational and psychological measurements. To this end, he studies assessment/measurement literacy among teachers, score reporting, and building validity arguments from both technical and non-technical evidence. These complimentary lines of research inform the life cycle of assessment, from development to use and policy.
EDPSY 508 - Educational Statistics
EDPSY 509 - Educational Measurements: Test Development and Assessment
- Gotch, C. M., & French, B. F. (2013, April). Response process validity evidence for the Teacher Educational Measurement Literacy Scale via think-aloud interviews. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
- Gotch, C. M., & French, B. F. (2013). Elementary teachers’ knowledge and self-efficacy for measurement concepts. The Teacher Educator, 48, 46-57.
- French, B. F., Gotch, C. M. (2013). Sex differences in item functioning in the Comprehensive Inventory of Basic Skills-II vocabulary assessments. Journal of Psychoeducational Assessment, 31, 410-417.
- Gotch, C. M., & Perie, M. (2012, April). Using validity arguments to evaluate the technical quality of local assessments. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC.
- Ph.D., Washington State University, 2012
- M.S., University of Idaho, 2002
- B.S., Virginia Tech, 2001