Chair: R. Trent Haines, Ph.D. is an Associate Professor and Program Director of the Graduate Program in Psychometrics at Morgan State University. He earned his Ph.D. in Educational Psychology from the University of Kentucky. His research interests include applying the Rasch model to the development of culturally responsive measurement techniques for educational and psychosocial research. Some of his current projects include the validation of tests and measures for use in different cultures, constructing culturally appropriate rating scales, and using technology to better capture data in culturally relevant ways.Prior to his time at Morgan State University, he served as the Senior Postdoctoral Researcher for the Juvenile Justice Program in the Louisiana State University Health Sciences Center's School of Public Health and as an adjunct professor in the School of Nursing. In addition, he has served as an instructor at the University of Kentucky and as an adjunct professor at the University of New Orleans. He previously served the AERA Rasch SIG as Program Co-Chair (2018-2020). Contact: trent.haines@morgan.edu
Treasurer: Eli Jones, Ph.D., is an assistant professor in the Educational
Psychology and Research department at the University of Memphis. He
received his Ph.D. from Brigham Young University (BYU) from the
Educational Inquiry, Measurement, and Evaluation department. He has
also served as a postdoctoral researcher for the Network for Educator
Effectiveness at the University of Missouri, as an assistant professor
of research at Columbus State University (Georgia), and as a second
grade public school teacher. His research focuses on measurement and assessment in educational settings.
In particular, his work has explored issues relating to rater mediated assessment
and other forms of performance assessment commonly used in educational settings, with
an emphasis on classroom observation of teachers and teacher candidates. Methodologically,
his work focuses on issues such as sparseness in rater networks, connectivity issues
in ratings and the measurement of careless responses. His substantive efforts include
research in teacher evaluations, student evaluations of teacher effectiveness, course
evaluation and the development and validation of performance assessments and other
measures used in K-12 and higher education settings. His work has been published in
both educational and measurement journals such as
Educational Research, Applied Psychological Measurement, the Journal of Educational Measurement and Educational Assessment. Contact: eli.jones@memphis.edu
Secretary: Haiying Long, Ph.D., is an associate professor in the Research, Evaluation, Measurement and
Statistics program in the Department of Educational Psychology at the
University of Kansas. She received a dual major Ph.D. degree in Inquiry
Methodology and Educational Psychology at Indiana University. Prior to
joining KU, she worked as a faculty member at Florida International
University. Her research is at the intersection of methodological issues
in educational research and substantive issues in educational
psychology and has focused on quantitative methodological issues,
validation and rater effects issues, rater-mediated assessment,
large-scale data analysis, project evaluation, creativity, motivation,
achievement, and STEM education. She has published about 30 articles and chapters in peer-reviewed
journals and international handbooks and has presented at national and
international conferences and universities. She participated in over 40
federal and local grant applications on a wide range of research topics,
such as K-12 education, community schools, engineering education, and
informal science. She received 8 awards from federal agencies, including
US Department of Education, US Department of Justice, National Science
Foundation, and local funding agencies. She is the associate editor of
Thinking Skills and Creativity, served as editorial board member of Psychology of Aesthetics, Creativity, and the Arts, action editor of Creativity Research Journal,and co-editor of research topics in Frontiers in Psychology and Frontiers in Education. She also served as research and evaluation consultant for local school districts and national nonprofit organizations. Contact:
hlong@ku.edu
Program Co-Chairs
Audrey Conway Roberts, Ph.D., is an Assistant Professor in the School of Educational Foundations, Leadership and Policy at Bowling Green State University. Her research interests focus on using quantitative measurement in evaluation
and survey research so that data users can make informed decisions with
valid results. For this reason, I conduct research in both K-12 and
higher education environments, using a variety of quantitative
techniques. Although my broader focus lies within quantitative
methodologies, I am particularly interested in students’ and teachers’
perspectives of learning environments and how school decisions are made
from this information. Contact: audrobe@bgsu.edu
Kaiwen Man, Ph.D., is an Assistant Professor in the Department of Educational Studies in Psychology, Research Methodology, and Counseling at the University of Alabama. Kaiwen has held many positions as Researchers including at the Association of American Medical College, at the Educational Testing Service, and at the Charted Financial Analyst. His research explores questions on the boundaries and interactions of the educational statistics, biometrics, and behavioral research literature with particular attention to models for eye-tracking data, responding process data, Bayesian statistics, and data mining. His works has been published in many peer-reviewed flagship quantitative journals such as Educational and Psychological Measurement, Journal of Educational and Behavioral Statistics, and Applied Psychological Measurement. Moreover, he has received the prestigious 2022 National Council on Measurement in Education (NCME) Brenda Loyd Outstanding Dissertation Award. Furthermore, his projects have been externally-funded by the ETS Harold Gulliksen Psychometric Research Fellowship program. Kaiwen earned his Ph.D. in Measurement, Statistics and Evaluation at the University of Maryland, College Park, and double Masters’ degrees in Economics and Mathematical Statistics at the University of Illinois at Urbana-Champaign. He also earned his double Bachelors’ degrees in Economics and Psychology at Lanzhou University. Contact: kman@ua.edu