Chad Gotch works to maximize effective and appropriate use of educational and psychological measurements. To this end, he studies assessment 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.
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., Brookhart, S. M., French, B. F., & Adesope, O. O. (2017). Fundamentals of classroom assessment [Video].
- Gotch, C. M., & French, B. F. (2014). A systematic review of assessment literacy measures. Educational Measurement: Issues and Practice, 33(2), 14-18.
- Roduta Roberts, M., Gotch, C. M., & Lester, J. N. (2014, April). Examining score reports through a communications frame of reference. Paper presented at the annual meeting of the National Council on Measurement in Education, Philadelphia, PA.
- Gotch, C. M., & French, B. F. (2013). Elementary teachers’ knowledge and self-efficacy for measurement concepts. The Teacher Educator, 48, 46-57.
- 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