- 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
Key Professional Appointments
- Associate Professor, Department of Educational Psychology, University of Illinois, 2009--
- 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
Activities & Honors
- 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
Jinming Zhang's research focuses on theoretical and applied statistical issues involved with educational and psychological measurement, specifically, multidimensional item response theory, dimensionality assessment procedures, large-scale assessment, 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. (2012). The impact of variability0„2of item parameter estimators on test information function. Journal of Educational and Behavioral Statistics, 37, 737-757.0„2 DOI: 10.3102/1076998612458321.
- Zhang, J. (2012). Calibration of response data using MIRT models with simple and mixed structures. Applied Psychological Measurement, 36, 375-398.
- 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. DOI 10.3758/s13428-011-0178-5
- 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. F. (1999). The theoretical DETECT index of dimensionality and its application to approximate simple structure. Psychometrika, 64, 213-249.
- Zhang, J., & Stout, W. F. (1999). Conditional covariance structure of generalized compensatory multidimensional items. Psychometrika, 64, 129-152.
- Zhang, J., & Stout, W. F. (1997). On Holland's Dutch identity conjecture. Psychometrika, 62, 375-392.
In The News
Mar. 25, 2013
The University of Illinois at Urbana-Champaign has announced that it will be home to a new Confucius Institute starting this spring, which will be physically located in the Education Building, although its implementation and day-to-day functions will be a coordinated effort from across campus. Read more...
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