Lorrie Shepard | Academic Influence

Lorrie Shepard's AcademicInfluence.com Rankings

Lorrie Shepard

Education

#765

World Rank

#1104

Historical Rank

#328

USA Rank

Pedagogy

#49

World Rank

#70

Historical Rank

#17

USA Rank

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Education

Lorrie Shepard's Degrees

PhD Educational Psychology Stanford University
Masters Educational Psychology Stanford University
Bachelors Psychology University of California, Berkeley

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Why Is Lorrie Shepard Influential?

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According to Wikipedia, Lorrie A. Shepard is a University Distinguished Professor of research and evaluation methodology and former Dean of the School of Education at the University of Colorado Boulder. She joined the faculty of CU Boulder in 1974, and was named the dean of the School of Education there in 2001. She retired from her position as School of Education Dean in 2016, but remains a distinguished professor there. She has been the president of the National Academy of Education, the American Educational Research Association, and the National Council on Measurement in Education. She has also been editor-in-chief of the Journal of Educational Measurement and the American Educational Research Journal. She is known for her work on psychometrics and the use of testing in the educational system. She has also researched the effects of grade retention in schools, and has argued that it is ineffective at improving student performance.

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Lorrie Shepard's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

The Role of Assessment in a Learning Culture (2000) (2152)
Methods for Identifying Biased Test Items (1994) (838)
Problems with the Use of Student Test Scores to Evaluate Teachers. EPI Briefing Paper #278. (2010) (515)
Evaluating Test Validity (1993) (488)
The Role of Classroom Assessment in Teaching and Learning. CSE Technical Report. (2000) (410)
Flunking Grades: Research and Policies on Retention (1989) (397)
Why We Need Better Assessments. (1989) (276)
Linking Formative Assessment to Scaffolding (2005) (256)
Kindergarten Readiness and Retention: A Qualitative Study of Teachers’ Beliefs and Practices (1988) (255)
Psychometricians’ Beliefs About Learning (1991) (241)
Synthesis of Research on School Readiness and Kindergarten Retention. (1986) (240)
Escalating Academic Demand in Kindergarten: Counterproductive Policies (1988) (218)
Principles and Recommendations for Early Childhood Assessments. (1998) (211)
Impact of Undergraduate Science Course Innovations on Learning (2011) (208)
Synthesis of Research on Grade Retention. (1990) (205)
The Centrality of Test Use and Consequences for Test Validity. (2005) (204)
Effects of High-Stakes Testing on Instruction. (1991) (190)
Will National Tests Improve Student Learning (1991) (186)
Formative assessment: Caveat emptor (2005) (175)
Comparison of Procedures for Detecting test-Item Bias with both Internal and External Ability Criteria (1981) (175)
The Effects of High-Stakes Testing On Achievement: Preliminary Findings About Generalization Across Tests (1991) (168)
Inflated Test Score Gains: Is the Problem Old Norms or Teaching the Test? (1990) (166)
Chapter 9: Evaluating Test Validity (1993) (155)
Accounting for Statistical Artifacts in Item Bias Research (1984) (150)
Improving Education Through Standards-Based Reform: A Report by the National Academy of Education Panel on Standards-Based Education Reform (1995) (139)
Characteristics of Pupils Identified as Learning Disabled (1983) (138)
A Survey of Teachers' Perspectives on High-Stakes Testing in Colorado: What Gets Taught, What Gets Lost (2002) (122)
Standard Setting Issues and Methods (1980) (122)
VALIDITY OF APPROXIMATION TECHNIQUES FOR DETECTING ITEM BIAS (1985) (120)
What Doesn't Work: Explaining Policies of Retention in the Early Grades. (1987) (119)
An Evaluation of the Regression Discrepancy Method for Identifying Children With Learning Disabilities (1980) (111)
An Evaluation of the Identification of Learning Disabled Students in Colorado (1983) (108)
Commentary: Evaluating the Validity of Formative and Interim Assessment (2009) (102)
How Best to Protect Children from Inappropriate School Expectations, Practices, and Policies. (1989) (96)
Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large‐Scale Assessment (2018) (94)
Using Assessment to Improve Learning. (1995) (92)
Effects of Kindergarten Retention at the End of First Grade. (1987) (90)
The Future of Test-Based Educational Accountability (2010) (86)
The Challenges of Assessing Young Children Appropriately. (1994) (86)
Children not ready to learn? The invalidity of school readiness testing (1997) (81)
Meta‐analytic methodology and inferences about the efficacy of formative assessment (2012) (72)
Assessment and Teaching (2016) (70)
Self-acceptance: The Evaluative Component of the Self-concept Construct (1979) (65)
Effects of Introducing Classroom Peflormance Assessments on Student Learning (2005) (63)
The New Push for Excellence: Widening the Schism between Regular and Special Education (1987) (55)
Sustained attention and impulsivity in children with Tourette syndrome: comorbidity and confounds. (1998) (51)
Teacher Effects as a Measure of Teacher Effectiveness: Construct Validity Considerations in TVAAS (Tennessee Value Added Assessment System). (2001) (50)
The Role of Measurement in Educational Policy: Lessons from the Identification of Learning Disabilities. (1983) (48)
Standards, Assessments, and Accountability. Education Policy White Paper. (2009) (48)
What the Marketplace Has Brought Us: Item-by-Item Teaching With Little Instructional Insight (2010) (46)
The Hazards of High-Stakes Testing. (2003) (45)
Boulder Valley Kindergarten Study: Retention Practices and Retention Effects. (1985) (44)
Parents' Thinking about Standardized Tests and Performance Assessments. (1995) (44)
Setting Performance Standards for Student Achievement. A Report of the National Academy of Education Panel on the Evaluation of the NAEP Trial State Assessment: An Evaluation of the 1992 Achievement Levels. (1993) (42)
Technical Issues in Minimum Competency Testing (1980) (41)
Classroom Assessment to Support Teaching and Learning (2019) (41)
Commentary: What Policy Makers Who Mandate Tests Should Know About the New Psychology of Intellectual Ability and Learning (1992) (39)
The Texas Teacher Test (1987) (37)
Inclusion of Limited-English-Proficient Students in Rhode Island's Grade 4 Mathematics Performance Assessment. CSE Technical Report 486. (1998) (36)
Specialists' Use of Tests and Clinical Judgment in the Diagnosis of Learning Disabilities (1983) (36)
Predictive Validity of the Gesell School Readiness Tests. (1989) (34)
The Place of Testing Reform in Educational Reform (1993) (33)
Evaluating test validity: reprise and progress (2016) (32)
The Inadequacy of ANOVA for Detecting Test Bias (1987) (31)
How Middle-School Mathematics Teachers Use Interim and Benchmark Assessment Data. CRESST Report 807. (2011) (31)
Measuring Achievement: What Does It Mean To Test for Robust Understanding? William H. Angoff Memorial Lecture Series. (1997) (26)
Trends in Early Childhood Assessment Policies and Practices. (1996) (26)
Identifying Bias in Test Items. (1981) (26)
Assessment of Learning Disabilities. (1982) (26)
The Role of Assessment in a Learning Culture (2008) (25)
Learning progressions as tools for assessment and learning (2018) (24)
Evaluation of the Identification of Perceptual-Communicative Disorders in Colorado. Final Report. (1981) (24)
Design principles for new systems of assessment (2017) (23)
BILATERAL ATELECTASIS (MASSIVE COLLAPSE) OF LUNG (1927) (22)
Classroom Assessment Principles to Support Learning and Avoid the Harms of Testing (2018) (22)
MMSS: Methods for Identifying Biased Test Items (1994) (21)
Effect of dietary protein on lean body wasting in dogs: correlation between loss of lean mass and markers of proteasome-dependent proteolysis. (2003) (20)
Flunking Kindergarten: Escalating Curriculum Leaves Many Behind. (1988) (20)
Commentary on the National Mathematics Advisory Panel Recommendations on Assessment (2008) (19)
Flunking Grades: Research and Policies on Retention. Education Policy Perspectives. (1989) (18)
Should Instruction Be Measurement Driven? A Debate (1988) (16)
Social Models of Learning and Assessment (2016) (15)
Inflated Test Score Gains: Is It Old Norms or Teaching the Test? Effects of Testing Project. Final Deliverable--March 1989. (1989) (15)
Research news and Comment: Parents’ Thinking About Standardized Tests and Performance Assessments (1995) (15)
Readiness testing in local school districts: an analysis of backdoor policies (1990) (14)
Testing and Assessment for the Good of Education (2016) (13)
Structural Equation Modeling of Retention and Overage Effects on Dropping Out of School. (1989) (11)
Curricular Coherence in Assessment Design (2004) (10)
Validity for What Purpose? (2013) (9)
The Relevance of Learning Progressions for NAEP. (2013) (9)
Next-Generation Assessments (2010) (9)
Parent Opinions About Standardized Tests, Teacher's Information and Performance Assessments. A Case Study of the Effects of Alternative Assessment in Instruction, Student Learning and Accountability Practices. (1993) (8)
Norm-Referenced vs. Criterion-Referenced Tests. (1979) (7)
An Analysis of Parent Opinions and Changes in Opinions Regarding Standardized Tests, Teacher's Information, and Performance Assessments. (1995) (6)
Goal 1 Early Childhood Assessments Resource Group Recommendations. Public Policy Report. (1998) (6)
Evaluating the Use of Tests to Measure Teacher Effectiveness : Validity as a Theory-of-Action Framework (2013) (5)
Reporting the Results of Statewide Assessment. (1980) (5)
Psychometric Properties of the Gesell Developmental Assessment: A Critique. (1992) (5)
Undergraduate physics course innovations and their impact on student learning (2009) (5)
NEPC Review: Education System Alignment for 21st Century Skills: Focus on Assessment (The Brookings Institution, November 2018) (2019) (5)
Sensitivity of NAEP to the Effects of Reform-Based Teaching and Learning in Middle School Mathematics. (2009) (5)
A Case Study of the Texas Teacher Test. (1987) (4)
Escalating Kindergarten Curriculum. ERIC Digest. (1989) (4)
Chapter 1's Part in the Juggernaut of Standardized Testing. (1992) (3)
Protecting Children from Inappropriate Practices. ERIC Digest. (1990) (3)
Assessment lessons from K-12 education research: Knowledge representation, learning, and motivation (2012) (2)
Chapter 2: Technical Issues in Minimum Competency Testing (1980) (2)
Annual Meeting 2000 (1999) (2)
The Impact of Summative Assessment and Tests on Pupils' Motivation for Learning (2001) (2)
Construct and Predictive Validity of the California Entry Level Test (1979) (2)
Purposes of Assessment. (1979) (2)
Development of the California Entry Level Test: Construct Validity of the Subtests. (1974) (1)
The Use of Tests by LD Teachers, School Psychologists, and Speech/Language Specialists in the Diagnosis of Learning Disabilities. (1982) (1)
A Computer Program to Aid the Detection of Biased Test Items (1985) (1)
Meta-Analytic Methodology and Conclusions about the Efficacy of Formative Assessment (2013) (1)
Member Activities (1980) (0)
Research News And Comment: Interview on Assessment Issues With Lorrie Shepard (1991) (0)
Second Report on Case Study of the Effects of Alternative Assessment in Instruction. Student Learning and Accountability Practices. Project 3.1. Studies in Improving Classroom and Local Assessments. (1994) (0)
An Analysis of the Content and Difficulty of the CSAP 10th-Grade Mathematics Test (2002) (0)
Why Lessons Learned From the Past Require Haertel's Expanded Scope for Test Validation (2013) (0)
Standards-based Education Reform Has a More than 20- Year History. a Standards-based Vision Was Enacted in National Academy of Education Working Group on Standards, Assessments, and Accountability (0)
COMMENTARIES (2003) (0)
Research news and Comment: Representation, Voice, and Inclusion: AERA in the Year 2000 (2000) (0)
A Case Study of the Texas Teacher Study: Technical Report. (1987) (0)
Comment (2002) (0)
Design Principles for New Systems of Assessment: Rather Than Being Led by National Testing Mandates, State and Local Leaders Should Design Balanced Assessment Systems Guided by Coherence, Research on Learning, and Attention to Equity (2017) (0)
Discussion: Part II (1989) (0)
Preparing Undergrads to Teach (Well): The Colorado Learning Assistant Model (2008) (0)
Why Measurement Principles Should Not Be the Focus of Teacher Learning About Classroom Assessment (2020) (0)
Representation, Voice, and Inclusion: AERA in the Year 2000. (2000) (0)

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