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Joseph Ryan

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Professor Emeritus
Faculty,
Emeritus Professor
Biography: 

Joseph M. Ryan is a Professor Emeritus from the Mary Lou Fulton Teachers College at Arizona State University, since 2006. He joined ASU in 1995, coming from the University of South Carolina, where he was a professor of educational measurement and research (1974-1995). His areas of technical expertise include score reporting and interpretation, scaling, equating, standard setting, and bias or DIF analyses.

Professor Ryan has been an assessment advisor and measurement consultant for more than 20 years. He has worked with schools, school districts, state departments of education, and many test development vendors.  He focuses on the practical implications of assessment procedures and analyses and is especially interested in reporting procedures and formats that provide instructionally useful information to students, teachers, parents, and others. 

His most recent published works include:

  • A practitioner’s introduction to equating and linking with a primer on classical test theory and item response theory: major concepts and basic terms. Examination Research (Published in Chinese), 1, (80-94);
  • Equating designs and classical test theory equating procedures: A practitioner’s introduction to equating and linking with a primer on classical test theory and item response theory. Examination Research (Published in Chinese), 2, (83-95)
  • Item response theory equating procedures: A practitioner’s introduction to equating and linking with a primer on classical test theory and item response theory. Examination Research (Published in Chinese), 3, (80-94). 

Professor Ryan serves on the Technical Advisory Committee (TAC) for the SMARTER Balanced Assessment Consortium and also TACs for the states of Alaska, Idaho, Connecticut, the New England Common Assessment Program, Ohio, Rhode Island, and Washington. Professor Ryan is also a fellow of the American Educational Research Association. 

Education: 
  • Ph.D. Measurement, Evaluation, and Statistical Analysis, University of Chicago
  • M.Ed. Educational Psychology, Boston College
  • A.B. Mathematics, Boston College

 

Research Interests: 

His areas of technical expertise include score reporting and interpretation, scaling, equating, standard setting, and bias or DIF analyses.

Publications: 

His most recent published works include:

  • A practitioner’s introduction to equating and linking with a primer on classical test theory and item response theory: major concepts and basic terms. Examination Research (Published in Chinese), 1, (80-94);
  • Equating designs and classical test theory equating procedures: A practitioner’s introduction to equating and linking with a primer on classical test theory and item response theory. Examination Research (Published in Chinese), 2, (83-95)
  • Item response theory equating procedures: A practitioner’s introduction to equating and linking with a primer on classical test theory and item response theory. Examination Research (Published in Chinese), 3, (80-94). 

A sample of other works include:

  •  A practitioner’s introduction to linking and equating, published by the Council of Chief State School Officers (2011); Practices, issues and trends in student score reporting, in Downing and Haladyna (Eds.) 2006, Handbook of Test Development  (Lawrence Earlbaum Associates)
  • Standard setting issues, strategies, and procedures for combining data from multiple-measures to classify student, and Variation in achievement scores related to gender, item formats, and content area tested, both in G. Tindel and T. Haladyna (Eds.) 2002, Large Scale Assessment Programs for All Students, Lawrence Earlbaum Associates.
Research Activity: