Gregory J. Cizek is Professor of Educational Measurement and Evaluation, School of Education, University of North Carolina–Chapel Hill, CB3500, Chapel Hill, NC 27599-3500; firstname.lastname@example.org. His areas of specialization include standard setting, test security, and classroom assessment.
A Tribute to Robert L. Ebel: Scholar, Teacher, Mentor, and Statesman
Article first published online: 20 MAR 2006
Educational Measurement: Issues and Practice
Volume 25, Issue 1, pages 23–32, March 2006
How to Cite
Cizek, G. J., Crocker, L., Frisbie, D. A., Mehrens, W. A. and Stiggins, R. J. (2006), A Tribute to Robert L. Ebel: Scholar, Teacher, Mentor, and Statesman. Educational Measurement: Issues and Practice, 25: 23–32. doi: 10.1111/j.1745-3992.2006.00049.x
Linda Crocker is Professor Emeritus of Educational Psychology, University of Florida, 165 Bakers Acres Drive, Hawthorne, FL 32640; email@example.com. Her areas of specialization include test theory, large-scale assessment, content validation, and test-taking behavior.
David A. Frisbie is Professor of Educational Measurement and Statistics, 334 Lindquist Center, University of Iowa, Iowa City, IA 52242; firstname.lastname@example.org. His areas of specialization include achievement testing, item formats, and classroom assessment.
William A. Mehrens is Professor Emeritus at Michigan State University, 2351 Sapphire Lane, East Lansing, MI 48823; email@example.com. His areas of specialization include educational measurement, standard setting, and legal issues in educational measurement.
Richard J. Stiggins is CEO of the Assessment Training Institute, 317 SW Alder, Suite 1200, Portland OR 97204; firstname.lastname@example.org. His areas of specialization are classroom assessment, assessment for learning, and professional development in assessment.
- Issue published online: 20 MAR 2006
- Article first published online: 20 MAR 2006
- test score interpretation
The authors describe the significant contributions of Robert Ebel to educational measurement theory and its applications. A biographical sketch details Ebel's roots and professional résumé. His influence on classroom assessment views and procedures are explored. Classic publications associated with validity, reliability, and score interpretation are described in terms of their contributions to the field and their relevance to current practice. An analysis of the diversity of Ebel's contributions over his career projects a model of “psychometric statesman” for contemporary measurement specialists to emulate.