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Key Professional Appointments

Professor, Department of Educational Psychology, University of Illinois, 2018 - present

Associate Professor, Department of Educational Psychology, Department of Educational Psychology, University of Illinois, 2009 - 2018

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

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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., & 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 >

Li, X., Zhang, J., & Chang, H. (2020). Look-ahead Content Balancing Method in Variable Length Computerized Classification Testing. British Journal of Mathematical and Statistical Psychology, 73 88-108.  link >

Choe, E., Zhang, J., & Chang, H. (2018). Sequential Detection of Compromised Items Using Response Times in Computerized Adaptive Testing. Psychometrika, Springer, 83 (3), 650-673.  link >

Lin, C., & Zhang, J. (2018). Detecting Nonadditivity in Single-Facet Generalizability Theory Applications: Tukey’s Test. Journal of Educational Measurement, 55 (1), 78–89.  link >

Lee, Y., & Zhang, J. (2017). Effects of differential item functioning on examinees’ test performance and reliability of test. International Journal of Testing, 17 (1), 23-54.  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. (2017). Robustness of CTT- and IRT-based sequential procedures for detecting compromised items in CAT. China Examinations, 17 (2), 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.

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Presentations

Optimal Learning Strategy with Reinforcement Learning (2019). NCME: Toronto, Canada.

A Dimensionality Analysis Procedure for Computerized Adaptive Testing (2013).: San Francisco, CA.

Reviewer Reliability in Judging Correspondence between Standards (2013).: San Francisco, CA.

The Effect of Multiple Item Pools for the Possibly Compromised Items in Computerized Adaptive Testing (CAT) (2012).: Vancouver, British Columbia, Canada.

Adaptive Learning System (2019). Zhejiang Science-Technology University: Hangzhou China.

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Service

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

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Courses

Theories of Measurement I (EPSY 585) Prerequisites are enforced and those not meeting them will be asked to drop or will be dropped from the class.

Theories of Measurement I (EPSY 585) 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.

Large Scale Assessment (EPSY 590) TITLE: Selected Topics in Psychometrics in Large Scale Assessments Advanced Seminar in Educational Psychology: Selected topics in Psychometrics related to large-scale assessments. Topics include unidimensional and multidimensional item response theory, parameter estimation algorithms, dimensionality analysis, computer adaptive testing, and test security. Prerequisite: EPSY 584 and 585, or equivalents.

Adv Topics in Quant Methods (EPSY 590) Topic: Queries Department Seminar.

Cog Diag & Adaptive Learning (EPSY 590) Title: Cognitive Diagnosis and Adaptive Learning Selected topics in Measurement related to the development of adaptive learning systems. Topics include test security, validity, differential item functioning, adaptive assessments, cognitive diagnosis modeling, model estimation, and adaptive learning algorithms. The course will prepare you for theoretical and applied research in measurement and psychometric modeling.

Cognitive Diagnosis Modeling (EPSY 590) Selected topics in Psychometrics related to cognitive diagnosis assessments. Topics include data driven refinement of Q matrix, diagnostic classification models, estimation methods, adaptive assessment, and adaptive learning. Prerequisite: EPSY 585, or PSYC 490, or equivalents.

QUERIES Division Brownbag (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department.

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Professor (Dept. Associate Chair), Quantitative and Evaluative Research Methodologies

Contact

Office

226 Education Building
1310 S. Sixth St.
Champaign, IL 61820

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