I finished my Ph.D. in quantitative psychology at UIUC in 2017. After spending the 2017-2018 academic year as a visiting assistant professor of quantitative psychology at the University of California, Merced, I made my return to UIUC as assistant professor in the educational psychology department. My primary area of research is in educational and psychological measurement, with a focus on computer adaptive testing, the use of response times in testing, ideal-response models, and cognitive diagnostic modeling. More broadly, I am interested in the improvement of methods used for analyzing multivariate data in the behavioral sciences as a whole. As a methodologist, I have a special interest in working with others, and I look forward to future collaborations within education, psychology, and other behavioral sciences around the UIUC community.


Ph.D., Psychology, University of Illinois at Urbana-Champaign, 2017

M.A., Psychology, University of Illinois at Urbana-Champaign, 2013

M.S., Statistics, University of Illinois at Urbana-Champaign, 2012

B.S., Psychology, Mathematics, Central Michigan University, 2009


Culpepper, S., Aguinas, H., Kern, J., & Millsap, R. (2019). High-Stakes Testing Case Study: A Latent Variable Approach for Assessing Measurement and Prediction Invariance. Psychometrika, 25.  link >

Choe, E., Kern, J., & Chang, H. (2018). Optimizing the Use of Response Times for Item Selection in CAT. Journal of Educational and Behavioral Statistics, 43 (2), 135-158.  link >

Hur, J., Heller, W., Kern, J., & Berenbaum, H. (2017). A Bi-factor Approach to Modeling the Structure of Worry and Rumination. Journal of Experimental Psychopathology, 8 (3), 252-264.  link >

Kern, J. (2017). On the Relationship Between Procrustes Analysis and Bidimensional Regression. Journal of Classification, 34 (1), 35-48.  link >

McBride, B., Curtiss, S., Uchima, K., Laxman, D., Santos, R., Weglarz-Ward, J., Dyer, W., Jeans, L., & Kern, J. (2017). Father Involvement in Early Intervention: Exploring the Gap Between Service Providers' Perceptions and Practices. Journal of Early Intervention, 49 (2), 71-87.  link >

Kern, J., McBride, B., Laxman, D., Dyer, W., Santos, R., & Jeans, L. (2016). The Role of Multiple-Group Measurement Invariance in Family Psychology Research. Journal of Family Psychology, 30 (3), 364-374.  link >

Laxman, D., McBride, B., Jeans, L., Dyer, W., Santos, R., Kern, J., Sugimura, N., Curtiss, S., & Weglarz-Ward, J. (2015). Father Involvement and Maternal Depressive Symptoms in Families of Children with Disabilities or Delays. Maternal and Child Health Journal, 19 (5), 1078-1086.  link >


Advanced Statistical Methods (EPSY 582) Advanced topics in analyses of variance and covariance, and principles of experimental design; brief introduction to multivariate analysis, including rudiments of matrix algebra.

Theories of Measurement II (EPSY 586) Provides a conceptual framework of Item Response Theory (IRT) and its applications. Students will learn the techniques and theory of IRT and apply the methods to educational and psychological assessments. Topics covered include both dichotomous and polytomous IRT modelling, item structure and latent traits estimation, modeling and detecting Differential Item Functioning, linking and equating, computer adaptive testing, dimensionality testing, and cognitive diagnosis. Same as PSYC 596.

Info to R Data Analysis & Comp (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. 0 to 4 graduate hours. No professional credit. Approved for Letter and S/U grading. May be repeated to a maximum of 8 hours in the same or separate semesters, if topics vary.

Kern, Justin

Assistant Professor, Educational Psychology



220B Education Building
1310 S. Sixth St.
Champaign, IL 61820

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