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Stephen Sireci

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Distinguished Professor

University of Massachusetts Amherst

United States

Research Interests

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About

Stephen Sireci is a Distinguished Professor at the University of Massachusetts Amherst, USA. His research primarily focuses on educational assessment, including test design, measurement invariance, and the use of artificial intelligence in calibrating educational assessments. Recent contributions include work on multi-language assessments and the challenges of psychological testing in relation to the UN's Sustainable Development Goals.

Recent Grants

Grant: Close

Adult Skills Assessment Project: Actionable Assessments for Adult Learners

Open Date: 2021-09-01

Close Date: 2026-08-31

Grant: Close

A Study on Standard Setting and Vertical Articulation Based on Turkish Primary School Curriculum Objectives

Open Date: 2012-09-01

Close Date: 2013-07-01

Grant: Close

Collaborative Research: Electronic Delivery and Criterion Referencing of Assessment Materials for Chemistry

Open Date: 2007-09-15

Close Date: 2010-08-31

Articles (15)

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2024

Collaborators (5)

Caroline Huron

INSERM

FRANCE

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Mickaël Jury

Associate Professor

University of Geneva

SWITZERLAND

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Cristina Aelenei

University of Rouen

FRANCE

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Juan F. Plaza

Profesor titular

Universidad Loyola Andalucía

SPAIN

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Milagrosa Sanchez-Martin

Universidad Loyola Andalucía

SPAIN

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Stephen Sireci

Research Interests

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About

Recent Grants

Articles (15)

Perceived fairness of exam accommodations for students with special educational needs

Student engagement during a reading test: the role of text-to-speech and special education status

Strategies for Analyzing Statewide Assessment Data to Evaluate Test Accommodations

Using item features to calibrate educational test items: Comparing artificial intelligence and classical approaches

Navigating Multi-Language Assessments: Best Practices for Test Development, Linking, and Evaluation

ASSESSMENT INSTRUMENTS FOR MEASURING COGNITIVE AND NON-COGNITIVE COMPETENCIES IN UNIVERSITY ADMISSION PROCESSES IN SPAIN

Reasoning and Sampling-Augmented MCQ Difficulty Prediction via LLMs

Analyzing the Dimensionality of O*NET Cognitive Ability Ratings to Inform Assessment Design

Analyzing the Dimensionality of O*NET Cognitive Ability Ratings to Inform Assessment Design

Challenges for Psychological Assessment Retaining UN's Sustainable Development Goal 4.1.1a

Commentary: What Is Truly Foundational?

Evolving Educational Testing to Meet Students' Needs: Design-in-Real-Time Assessment

Five key actions for redesigning adult skills assessments from learners, employees, and educators

Measurement invariance across immigrant and nonimmigrant populations on PISA non-cognitive scales

The Test Adaptation Reporting Standards (TARES): reporting test adaptations

Collaborators (5)

Caroline Huron

Mickaël Jury

Cristina Aelenei

Juan F. Plaza

Milagrosa Sanchez-Martin

Make your next move.