Associate Professor Department of Educational Psychology, University of Illinois, 2009 - present
Senior Research Scientist Center for Statistical and Psychometric Theory and Practice, Educational Testing Service, Princeton, NJ, 2004 - 2009
Senior Research Scientist Center for Large Scale Assessment, Educational Testing Service, Princeton, NJ, 2002 - 2004
Research Scientist Center for Large Scale Assessment, Educational Testing Service, 1998 - 2002
Associate Research Scientist Division of Statistics and Psychometrics, Educational Testing Service, Princeton, NJ, 1996 - 1998
Lecturer Department of Applied Mathematics, Zhejiang University, China, 1989 - 1992
Assistant Lecturer Department of Applied Mathematics, Zhejiang University, China, 1987 - 1989
Ph.D., Statistics, University of Illinois, 1996
M.S., Probability and Statistics, Fudan University, Shanghai, China, 1987
B.S., Applied Mathematics, Fudan University, Shanghai, China, 1984
New grants for FY2011 (9/1/2011)
Dr. Jinming Zhang's research focuses on theoretical and applied statistical issues involved in educational and psychological measurement, and his research interest includes multidimensional item response theory, dimensionality assessment techniques, large-scale assessments, generalizability theory, and test security. From 1996 to 2009 he was employed at the Educational Testing Service (ETS) where he was a senior research scientist in the Division of Research and Development. He had worked on various research and operational projects related to large-scale educational assessments, specifically, the National Assessment of Educational Progress (NAEP), at ETS. He successfully directed and co-directed statistical and psychometric analyses of many large-scale assessment projects such as the 1996 and 2005 national science, 2000 state science, 1998, 2002 and 2003 national and state reading, 2006 national civics, and 2008 national arts assessments.
Zhang, J., & Lin, C. (2016) Generalizability Theory with One-facet Nonadditive Models Applied Psychological Measurement 39 (6), 367-386 link >
Zhang, J., & Li, J. (2016) Monitoring Items in Real Time to Enhance CAT Security Journal of Educational Measurement 53 (2), 131-151 link >
Zhang, J. (2014) A sequential procedure for detecting compromised items in the item pool of a CAT system Applied Psychological Measurement 38, 87-104 link >
Zhang, J. (2013) A procedure for dimensionality analyses of response data from various test designs Psychometrika 78, 37-58 link >
Lee, Y., & Zhang, J. (2016) Effects of Differential Item Functioning on Ability Estimation and Reliability International Journal of Testing , 32 link >
Tay-Lim, B., & Zhang, J. (2015) An Investigation of Different Treatment Strategies for Item Category Collapsing in Calibration: An empirical study Applied Measurement in Education 28 (2), 143-155 link >
Lin, C., & Zhang, J. (2014) Investigating correspondence between language proficiency standards and academic content standards: A generalizability theory study Language Testing 31 (4), 413-431 link >
Lin, C., & Zhang, J. (2013) Enhancing Standard-based Validity for ELL Population: A Perspective from Correspondence between Standards TESOL Quarterly 47, 399-410
Zhang, J. (2012) Calibration of response data using MIRT models with simple and mixed structures Applied Psychological Measurement 36, 375-398
Zhang, J. (2012) The impact of variability of item parameter estimators on test information function. Journal of Educational and Behavioral Statistics 37, 737-757 link >
Zhang, J., Chang, H., & Yi, Q. (2012) Comparing single-pool and multiple-pool designs regarding test security in computerized testing Behavior Research Methods 44, 742-752 link >
Zhang, J., Xie, M., Song, X., & Lu, T. (2011) Investigating the impact of uncertainty about item parameters on ability estimation Psychometrika 76, 97-118
Braun, H., Zhang, J., & Vezzu, S. (2010) An investigation of bias in reports of the National Assessment of Educational Progress Educational Evaluation and Policy Analysis 32, 24-43
Zhang, J. (2007) Conditional covariance theory and DETECT for polytomous items Psychometrika 72, 69-91
Zhang, J., Cao, C., & Jie, Y. (2016) Robustness of CTT- and IRT-based sequential procedures for detecting compromised items in CAT National Education Examination Authority of China , 20-32
Zhang, J., & Stout, W. (1999) Conditional covariance structure of generalized compensatory multidimensional items Psychometrika 64, 129-152
Zhang, J., & Stout, W. (1999) The theoretical DETECT index of dimensionality and its application to approximate simple structure Psychometrika 64, 213-249
Zhang, J., & Stout, W. (1997) On Holland's Dutch identity conjecture Psychometrika 62, 375-392
Associate Editor American Educational Research Journal, 2010 - 2013
Appointed Member of ETS Board of Review ETS, 2004 - 2009
Member of editorial committee of Journal of Testing Research Tianjin, China, Journal of Testing Research, 2004 - 2007
Applied Regression Analysis Emphasis on educational research applications of regression with special emphasis placed on application and interpretation of techniques. Topics covered include rudimentary linear algebra, the general linear model, different coding schemes, regression diagnostics, and extensions to binary data and nested data structures. Course Information: Same as PSYC 581. Prerequisite: EPSY 580 or equivalent; consent of instructor.
Advanced Statistical Methods Advanced topics in analyses of variance and covariance, and principles of experimental design; brief introduction to multivariate analysis, including rudiments of matrix algebra. Course Information: Prerequisite: EPSY 580, PSYC 407, or equivalent.
Theories of Measurement I Provides a conceptual framework of classical test theory (e.g., true scores, error of measurement, composite measures) and alternatives to the classical model (e.g., generalizability theory, latent trait theory). Students will learn the techniques and theory of classical test theory and apply the methods to educational and psychological assessments. Topics covered include reliability, validity, generalizability, dichotomous Item Response Theory (IRT), test construction and design, item bias and fairness, Differential Item Functioning (DIF), scaling, linking, and equating. Course Information: Same as PSYC 595. Prerequisite: EPSY 581 and EPSY 582; PSYC 406 and PSYC 407; or equivalents.
Adv Topics in Quant Methods Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. Course Information: Approved for both letter and S/U grading. May be repeated. Prerequisite: Consent of instructor required.
QUERIES Division Brownbag Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. Course Information: Approved for both letter and S/U grading. May be repeated. Prerequisite: Consent of instructor required.