Chad Gotch works to maximize effective and appropriate use of educational assessment. To this end, he studies the development of assessment literacy among both pre-service and in-service teachers, the communication of assessment results (e.g. score reporting), and the construction 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.
ED_PSYCH 508 – Educational Statistics
ED_PSYCH 509 – Educational Measurements: Test Development and Assessment
ED_PSYCH 401 – Classroom Assessment: Elementary
ED_PSYCH 468 – Classroom Assessment: Secondary
- Gotch, C. M., & Roduta Roberts, M. (2018). A review of recent research on individual-level score reports. Educational Measurement: Issues and Practice. 37(3), 46-54.
- Roduta Roberts, M., Gotch, C. M., & Lester, J. N. (2018). Examining score report language in accountability testing. Frontiers in Education. 3(42), 1-17.
- Gotch, C. M., Brookhart, S. M., French, B. F., & Adesope, O. O. (2017). Fundamentals of classroom assessment [Video].
- Gotch, C. M., Beecher, C. C., Lenihan, K., French, B. F., Juarez, C., & Strand, P. S. (2017). WaKIDS GOLD as a measure of literacy and language in relation to other standardized measures. The WERA Educational Journal. 10(1), 44-51.
- Gotch, C. M., & French, B. F. (2014). A systematic review of assessment literacy measures. Educational Measurement: Issues and Practice. 33(2), 14-18.
- Ph.D., Washington State University, 2012
- M.S., University of Idaho, 2002
- B.S., Virginia Tech, 2001