Rich Shavelson

About

Rich Shavelson is an Emeritus Professor at the Stanford Graduate School of Education. His current work focuses on the design of assessments and assessment systems that measure college students' learning, including their development of competence, achievement, and soft skills such as perspective taking. He co-created the Collegiate Learning Assessment with Steve Klein and developed statistical models for estimating value added for the CLA and other college-level assessments. His work in this area is summarized in the book 'Measuring College Student Learning: Accountability in a New Era' (2010, Stanford University Press) and in recent papers on the measurement and statistical modeling of competence. Shavelson's research interests include assessment, testing and measurement, higher education, psychology, and research methods.

Research topics

• Computer Science
• Mathematics education
• Political Science
• Psychology
• Artificial Intelligence
• Data science
• Knowledge management
• World Wide Web
• Management science
• Engineering

Selected publications

• Assessing University Students' Critical Online Reasoning Ability: A Conceptual and Assessment Framework With Preliminary Evidence

  Frontiers in Education · 2020 · 57 citations

  Senior authorCorresponding

  Critical evaluation skills when using online information are considered important in many research and education frameworks; critical thinking and information literacy are cited as key twenty-first century skills for students. Higher education may play a special role in promoting students' skills in critically evaluating (online) sources. Today, higher education students are more likely to use the Internet instead of offline sources such as textbooks when studying for exams. However, far from be…

  PublisherOA PDFDOI

• Performance Assessment of Critical Thinking: Conceptualization, Design, and Implementation

  Frontiers in Education · 2020 · 47 citations

  Enhancing students’ critical thinking (CT) skills is an essential goal of higher education. This article presents a systematic approach to conceptualizing and measuring CT. CT generally comprises the following mental processes: identifying, evaluating, and analyzing a problem; interpreting information; synthesizing evidence; and reporting a conclusion. We further posit that CT also involves dealing with dilemmas involving ambiguity or conflicts among principles and contradictory information. We…

  PublisherOA PDFDOI

• The Role of Students’ Beliefs When Critically Reasoning From Multiple Contradictory Sources of Information in Performance Assessments

  Frontiers in Psychology · 2020-09-11 · 23 citations

  articleOpen accessSenior author

  Critical reasoning (CR) when confronted with contradictory information from multiple sources is a crucial ability in a knowledge-based society and digital world. Using information without critically reflecting on the content and its quality may lead to the acceptance of information based on unwarranted claims. Previous personal beliefs are assumed to play a decisive role when it comes to critically differentiating between assertions and claims and warranted knowledge and facts. The role of gener…

  PublisherOA PDFDOI

• Same same but different: The role of subjective domain similarity in the longitudinal interplay among achievement and self-concept in multiple academic domains

  Learning and Individual Differences · 2023-02-01 · 12 citations

  articleOpen accessSenior author

  The present study examined the associations between grades and self-concept within and between four academic domains from an intraindividual perspective. Further, we explored whether students' subjective domain similarity moderated intraindividual between-domain effects of achievement on self-concept and vice versa. A sample of 756 Swiss high-school students reported on their academic self-concept in mathematics, German (native), English, and French on three measurement occasions across high sch…

  PublisherDOI

• Advantages and challenges of performance assessment of student learning in higher education

  Elsevier eBooks · 2022-11-18 · 11 citations

  book-chapterSenior authorCorresponding
  PublisherDOI

Recent grants

• Frontier Research Empirical Study Proposal: Understanding Academic Performance in Organic Chemistry: An Investigation Examining Underrepresented Groups

  NSF · $805k · 2008–2011

Frequent coauthors

• Gail P. Baxter

  Stevens Institute of Technology

  193 shared

• Maria Araceli Ruiz‐Primo

  94 shared

• Xiaohong Gao

  66 shared

• Jerry Pine

  66 shared

• Susan R. Goldman

  65 shared

• Noreen M. Webb

  University of California, Los Angeles

  51 shared

• George C. Stanton

  39 shared

• Michael M. Ravitch

  27 shared

Labs

• Rich Shavelson LabPI

Similar researchers at Stanford University

• Carl Wiemanh-113
• John Mitchellh-90
• Philip Andrew Fisherh-80