Bio

Maria Araceli Ruiz-Primo is an Associate Professor at the Graduate School of Education, Stanford University. Her work, funded mainly by the National Science Foundation and the Institute of Education Sciences, examines assessment practices and the assessment of student learning both in the classroom and in large-scale assessment programs. Her publications address the development and evaluation of multiple learning assessment strategies, including concept maps and students’ science notebooks, and the study of teachers’ informal and formal formative assessment practices, such as the use of assessment conversations and embedded assessments. She also has conducted research on the development and evaluation of assessments that are instructionally sensitive and instruments intended to measure teachers’ formative assessment practices. Recently she has worked on the analysis of state testing programs. She was co-editor of a special issue on assessment in the Journal of Research in Science Teaching and a special issue on classroom assessment in the Journal of Educational Measurement. She has published in Science, Educational Measurement: Issues and Practices, the Journal of Research in Science Teaching, and other major technical educational research journals.

Academic Appointments

Boards, Advisory Committees, Professional Organizations

  • Committee Member, IDEAL Provostial Fellows Selection Committee (2022 - Present)
  • Committee Member, DARE Selection Advisory Committee (2023 - Present)

Contact

  • Academic
    aruiz@stanford.edu
    University - Faculty Department: Graduate School of Education Position: Associate Professor of Education
    • 485 Lasuen Mall, Cubberley 215
    • Stanford,  California  94305 

Additional Info

  • Mail Code: MC 3096

Research Interests

  • Achievement
  • Assessment, Testing and Measurement
  • Psychology
  • Research Methods
  • Teachers and Teaching

2024-25 Courses

Stanford Advisees

All Publications

  • Introduction to the Special Issue on Classroom Assessment (vol 56, pg 667, 2019) JOURNAL OF EDUCATIONAL MEASUREMENT Wilson, M., Ruiz-Primo, M., Paek, P. 2020

    View details for DOI 10.1111/jedm.12269

    View details for Web of Science ID 000522504100001

  • Introduction to the Special Issue on Classroom Assessment JOURNAL OF EDUCATIONAL MEASUREMENT Wilson, M., Ruiz-Primo, M., Paek, P. 2019; 56 (4): 667–69

    View details for DOI 10.1111/jedm.12231

    View details for Web of Science ID 000562561200001

  • Exploring the Utility of Sequential Analysis in Studying Informal Formative Assessment Practices EDUCATIONAL MEASUREMENT-ISSUES AND PRACTICE Furtak, E. M., Ruiz-Primo, M. A., Bakeman, R. 2017; 36 (1): 28-38

    View details for DOI 10.1111/emip.12143

    View details for Web of Science ID 000398599000004

  • Curriculum Mapping as a Strategy for Supporting Teachers in the Articulation of Learning Goals JOURNAL OF SCIENCE TEACHER EDUCATION Giamellaro, M., Lan, M., Ruiz-Primo, M., Li, M., Tasker, T. 2017; 28 (4): 347–66

    View details for DOI 10.1080/1046560X.2017.1343603

    View details for Web of Science ID 000424501000003

  • The Effect of Sequential Cues of Item Contexts in Science Assessment INTERNATIONAL JOURNAL OF TESTING Wang, T., Li, M., Thummaphan, P., Ruiz-Primo, M. 2017; 17 (4): 322–50

    View details for DOI 10.1080/15305058.2017.1297818

    View details for Web of Science ID 000418503600003

  • From Formal Embedded Assessments to Reflective Lessons: The Development of Formative Assessment Studies APPLIED MEASUREMENT IN EDUCATION Ayala, C. C., Shavelson, R. J., Ruiz-Primo, M. A., Brandon, P. R., Yin, Y., Furtak, E. M., Young, D. B. 2008; 21 (4): 315-334

    View details for DOI 10.1080/08957340802347787

    View details for Web of Science ID 000261935300003

  • On the Impact of Curriculum-Embedded Formative Assessment on Learning: A Collaboration between Curriculum and Assessment Developers APPLIED MEASUREMENT IN EDUCATION Shavelson, R. J., Young, D. B., Ayala, C. C., Brandon, P. R., Furtak, E. M., Ruiz-Primo, M. A., Tomita, M. K., Yin, Y. 2008; 21 (4): 295-314

    View details for DOI 10.1080/08957340802347647

    View details for Web of Science ID 000261935300002

  • On the Impact of Formative Assessment on Student Motivation, Achievement, and Conceptual Change APPLIED MEASUREMENT IN EDUCATION Yin, Y., Shavelson, R. J., Ayala, C. C., Ruiz-Primo, M. A., Brandon, P. R., Furtak, E. M., Tomita, M. K., Young, D. B. 2008; 21 (4): 335-359

    View details for DOI 10.1080/08957340802347845

    View details for Web of Science ID 000261935300004

  • On the Fidelity of Implementing Embedded Formative Assessments and Its Relation to Student Learning APPLIED MEASUREMENT IN EDUCATION Furtak, E. M., Ruiz-Primo, M. A., Shemwell, J. T., Ayala, C. C., Brandon, P. R., Shavelson, R. J., Yin, Y. 2008; 21 (4): 360-389

    View details for DOI 10.1080/08957340802347852

    View details for Web of Science ID 000261935300005

  • Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry JOURNAL OF RESEARCH IN SCIENCE TEACHING Ruiz-Primo, M. A., Furtak, E. M. 2007; 44 (1): 57-84

    View details for DOI 10.1002/tea.20163

    View details for Web of Science ID 000243180800003

  • Windows into the mind HIGHER EDUCATION Shavelson, R. J., Ruiz-Primo, M. A., Wiley, E. W. 2005; 49 (4): 413-430

    View details for DOI 10.1007/s10734-004-9448-9

    View details for Web of Science ID 000231229900001

  • Comparison of two concept-mapping techniques: Implications for scoring, interpretation, and use JOURNAL OF RESEARCH IN SCIENCE TEACHING Yin, Y., Vanides, J., Ruiz-Primo, M. A., Ayala, C. C., SHAVELSON, R. J. 2005; 42 (2): 166-184

    View details for DOI 10.1002/tea.20049

    View details for Web of Science ID 000227024700002

  • Evaluating students' science notebooks as an assessment tool INTERNATIONAL JOURNAL OF SCIENCE EDUCATION Ruiz-Primo, M. A., Li, M., Ayala, C., Shavelson, R. J. 2004; 26 (12): 1477-1506

    View details for DOI 10.1080/0950069042000177299

    View details for Web of Science ID 000225202500003

  • On the evaluation of systemic science education reform: Searching for instructional sensitivity JOURNAL OF RESEARCH IN SCIENCE TEACHING Ruiz-Primo, M. A., SHAVELSON, R. J., Hamilton, L., Klein, S. 2002; 39 (5): 369-393

    View details for DOI 10.1002/tea.10027

    View details for Web of Science ID 000175090400001

  • Comparison of the reliability and validity of scores from two concept-mapping techniques JOURNAL OF RESEARCH IN SCIENCE TEACHING Ruiz-Primo, M. A., Schultz, S. E., Li, M., SHAVELSON, R. J. 2001; 38 (2): 260-278

    View details for Web of Science ID 000166742100006

  • Note on sources of sampling variability in science performance assessments JOURNAL OF EDUCATIONAL MEASUREMENT Shavelson, R. J., Ruiz-Primo, M. A., Wiley, E. W. 1999; 36 (1): 61-71

    View details for Web of Science ID 000079978300004

  • Toward a science performance assessment technology 7th EARLI Conference SHAVELSON, R. J., Solano-Flores, G., Ruiz-Primo, M. A. PERGAMON-ELSEVIER SCIENCE LTD. 1998: 171–84

    View details for Web of Science ID 000075460800005

  • Rhetoric and reality in science performance assessments: An update JOURNAL OF RESEARCH IN SCIENCE TEACHING RUIZPRIMO, M. A., SHAVELSON, R. J. 1996; 33 (10): 1045-1063

    View details for Web of Science ID A1996VV66800002

  • Problems and issues in the use of concept maps in science assessment JOURNAL OF RESEARCH IN SCIENCE TEACHING RUIZPRIMO, M. A., SHAVELSON, R. J. 1996; 33 (6): 569-600

    View details for Web of Science ID A1996UZ55700002