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Key Professional Appointments

Associate ProfessorDepartment of Educational Psychology, University of Illinois, 2009 - present

Senior Research ScientistCenter for Statistical and Psychometric Theory and Practice, Educational Testing Service, Princeton, NJ, 2004 - 2009

Senior Research ScientistCenter for Large Scale Assessment, Educational Testing Service, Princeton, NJ, 2002 - 2004

Research ScientistCenter for Large Scale Assessment, Educational Testing Service, 1998 - 2002

Associate Research ScientistDivision of Statistics and Psychometrics, Educational Testing Service, Princeton, NJ, 1996 - 1998

LecturerDepartment of Applied Mathematics, Zhejiang University, China, 1989 - 1992

Assistant LecturerDepartment of Applied Mathematics, Zhejiang University, China, 1987 - 1989

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Education

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

Research & Service

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.

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Publications

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>

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., Stout, W. (1999). The theoretical DETECT index of dimensionality and its application to approximate simple structure. Psychometrika, 64, 213-249.

Zhang, J., Stout, W. (1999). Conditional covariance structure of generalized compensatory multidimensional items. Psychometrika, 64, 129-152.

Zhang, J., Stout, W. (1997). On Holland's Dutch identity conjecture. Psychometrika, 62, 375-392.

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Service

Associate EditorAmerican Educational Research Journal, 2010 - 2013

Appointed Member of ETS Board of ReviewETS, 2004 - 2009

Member of editorial committee of Journal of Testing ResearchTianjin, China, Journal of Testing Research, 2004 - 2007

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Courses

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.

Jinming Zhang

Associate Professor (Queries Division Chair), Quantitative and Evaluative Research Methodologies

Contact

Office

236A Education Building
1310 S. Sixth St.
Champaign, IL 61820