Maria Ruiz-Primo
Associate Professor of Education
Graduate School of Education
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.
Boards, Advisory Committees, Professional Organizations
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Committee Member, IDEAL Provostial Fellows Selection Committee (2022 - Present)
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Committee Member, DARE Selection Advisory Committee (2023 - Present)
Research Interests
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Achievement
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Assessment, Testing and Measurement
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Psychology
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Research Methods
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Teachers and Teaching
2024-25 Courses
- Classroom Assessment
EDUC 276 (Spr) - Cognition and Learning
EDUC 364 (Aut) - Foundational Course in Testing
EDUC 142 (Aut) - Introduction to Program Evaluation
EDUC 278 (Spr) -
Independent Studies (4)
- Directed Reading
EDUC 480 (Aut, Win, Spr, Sum) - Directed Reading in Education
EDUC 180 (Aut, Win, Spr, Sum) - Directed Research
EDUC 490 (Aut, Win, Spr, Sum) - Directed Research in Education
EDUC 190 (Aut, Win, Spr, Sum)
- Directed Reading
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Prior Year Courses
2023-24 Courses
- Cognition and Learning
EDUC 364 (Aut) - Foundational Course in Testing
EDUC 142 (Aut) - Introduction to Program Evaluation
EDUC 278 (Spr)
2022-23 Courses
- Cognition and Learning
EDUC 364 (Aut) - Foundational Course in Testing
EDUC 142 (Aut) - Introduction to Program Evaluation
EDUC 278 (Spr) - What Do Students Really Know? The Risks of Modern Assessment
EDUC 250 (Spr)
2021-22 Courses
- Cognition and Learning
EDUC 364 (Aut) - Foundational Course in Testing
EDUC 142 (Spr) - Introduction to Program Evaluation
EDUC 278 (Spr) - What Do Students Really Know? The Risks of Modern Assessment
EDUC 250 (Aut)
- Cognition and Learning
Stanford Advisees
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Doctoral Dissertation Reader (AC)
Jesse Ramirez -
Doctoral Dissertation Advisor (AC)
Philip Hernandez, Radhika Kapoor -
Doctoral (Program)
Micaela Bonilla, Radhika Kapoor, Eunjung Myoung
All Publications
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Introduction to the Special Issue on Classroom Assessment (vol 56, pg 667, 2019)
JOURNAL OF EDUCATIONAL MEASUREMENT
2020
View details for DOI 10.1111/jedm.12269
View details for Web of Science ID 000522504100001
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Introduction to the Special Issue on Classroom Assessment
JOURNAL OF EDUCATIONAL MEASUREMENT
2019; 56 (4): 667–69
View details for DOI 10.1111/jedm.12231
View details for Web of Science ID 000562561200001
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Exploring the Utility of Sequential Analysis in Studying Informal Formative Assessment Practices
EDUCATIONAL MEASUREMENT-ISSUES AND PRACTICE
2017; 36 (1): 28-38
View details for DOI 10.1111/emip.12143
View details for Web of Science ID 000398599000004
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Curriculum Mapping as a Strategy for Supporting Teachers in the Articulation of Learning Goals
JOURNAL OF SCIENCE TEACHER EDUCATION
2017; 28 (4): 347–66
View details for DOI 10.1080/1046560X.2017.1343603
View details for Web of Science ID 000424501000003
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The Effect of Sequential Cues of Item Contexts in Science Assessment
INTERNATIONAL JOURNAL OF TESTING
2017; 17 (4): 322–50
View details for DOI 10.1080/15305058.2017.1297818
View details for Web of Science ID 000418503600003
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From Formal Embedded Assessments to Reflective Lessons: The Development of Formative Assessment Studies
APPLIED MEASUREMENT IN EDUCATION
2008; 21 (4): 315-334
View details for DOI 10.1080/08957340802347787
View details for Web of Science ID 000261935300003
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On the Impact of Curriculum-Embedded Formative Assessment on Learning: A Collaboration between Curriculum and Assessment Developers
APPLIED MEASUREMENT IN EDUCATION
2008; 21 (4): 295-314
View details for DOI 10.1080/08957340802347647
View details for Web of Science ID 000261935300002
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On the Impact of Formative Assessment on Student Motivation, Achievement, and Conceptual Change
APPLIED MEASUREMENT IN EDUCATION
2008; 21 (4): 335-359
View details for DOI 10.1080/08957340802347845
View details for Web of Science ID 000261935300004
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On the Fidelity of Implementing Embedded Formative Assessments and Its Relation to Student Learning
APPLIED MEASUREMENT IN EDUCATION
2008; 21 (4): 360-389
View details for DOI 10.1080/08957340802347852
View details for Web of Science ID 000261935300005
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Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry
JOURNAL OF RESEARCH IN SCIENCE TEACHING
2007; 44 (1): 57-84
View details for DOI 10.1002/tea.20163
View details for Web of Science ID 000243180800003
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Windows into the mind
HIGHER EDUCATION
2005; 49 (4): 413-430
View details for DOI 10.1007/s10734-004-9448-9
View details for Web of Science ID 000231229900001
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Comparison of two concept-mapping techniques: Implications for scoring, interpretation, and use
JOURNAL OF RESEARCH IN SCIENCE TEACHING
2005; 42 (2): 166-184
View details for DOI 10.1002/tea.20049
View details for Web of Science ID 000227024700002
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Evaluating students' science notebooks as an assessment tool
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
2004; 26 (12): 1477-1506
View details for DOI 10.1080/0950069042000177299
View details for Web of Science ID 000225202500003
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On the evaluation of systemic science education reform: Searching for instructional sensitivity
JOURNAL OF RESEARCH IN SCIENCE TEACHING
2002; 39 (5): 369-393
View details for DOI 10.1002/tea.10027
View details for Web of Science ID 000175090400001
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Comparison of the reliability and validity of scores from two concept-mapping techniques
JOURNAL OF RESEARCH IN SCIENCE TEACHING
2001; 38 (2): 260-278
View details for Web of Science ID 000166742100006
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Note on sources of sampling variability in science performance assessments
JOURNAL OF EDUCATIONAL MEASUREMENT
1999; 36 (1): 61-71
View details for Web of Science ID 000079978300004
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Toward a science performance assessment technology
7th EARLI Conference
PERGAMON-ELSEVIER SCIENCE LTD. 1998: 171–84
View details for Web of Science ID 000075460800005
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Rhetoric and reality in science performance assessments: An update
JOURNAL OF RESEARCH IN SCIENCE TEACHING
1996; 33 (10): 1045-1063
View details for Web of Science ID A1996VV66800002
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Problems and issues in the use of concept maps in science assessment
JOURNAL OF RESEARCH IN SCIENCE TEACHING
1996; 33 (6): 569-600
View details for Web of Science ID A1996UZ55700002