Professor
IPT, EIME
Office: 150-M MCKB
Phone: 801-422-7078
Email: nope@richard_sudweeks@byu.edumsn.com
Classical and modern measurement theory including factor analysis, generalizability theory, and item response theory.
Test and scale development
Multilevel Modeling (Hierarchical Linear Modeling)
Methodological issues in factor analysis especially those related to exploratory structural equation modeling)
Issues related to the reliability and validity of scales used to assess a wide rand of psychological constructs.
David O. McKay School of Education
2010 - Present
David O. McKay School of Education
2013 - 2014
2012 - 2015
Brigham Young University
2005 - 2007
Elementary Teacher Characteristics, Experiences, and Science Subject Matter Knowledge: Understanding the Relationships through Structural Equation Modeling
A psychometric analysis of the Primary Intervention Rating Scale
Examining the Psychometric Properites of the SRSS-IE with the Nominal Response Model within a Middle School Sample
Examining the Psychometric Properites of the SRSS-IE with the Nominal Response Model within a Middle School Sample
Religious affiliation and religiosity and their impact on scientific beliefs in the United States
Scientific reasoning ability does not predict scientific views on evolution among religious individuals
Evaluating paraeducator-led reading interventions in elementary school: A multi-cutoff regression-discontinuity analysis.
A Comparative Examination of Student Teacher and Intern Perceptions of Teaching Ability at the Preservice and Inservice Stages
Reliability of ratings of children's expressive reading
Academic performance, course completion rates & student perceptions of the quality & frequency of interaction in a virtual high school
Examining reliability of reading comprehension ratings of fifth-grade students' oral retellings
Rethinking teacher evaluation: A conversation about statistical inferences and value-added models.
Multicultural representation in autism
Multicultural Issues in Autism
Survey measuring elementary teacher’s implementation of standards-based Mathematics teaching: A psychometric analysis