
Maria Ruiz-Primo
Associate Professor of Education
Graduate School of Education
Research Interests
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Assessment, Testing and Measurement
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Data Sciences
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Psychology
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Research Methods
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Teachers and Teaching
2023-24 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) - Directed Reading in Education
EDUC 180 (Aut, Win, Spr) - Directed Research
EDUC 490 (Aut, Win, Spr) - Directed Research in Education
EDUC 190 (Aut, Win, Spr)
- Directed Reading
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Prior Year Courses
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)
2020-21 Courses
- Introduction to Program Evaluation
EDUC 278 (Sum) - 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)
Radhika Kapoor -
Doctoral (Program)
Philip Hernandez, Radhika Kapoor
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