Jennifer L. Kobrin
- Assistant Director of Operational Research
Contact Info
Personal Links
Biography —
Jennifer Kobrin, Ed.D., has research interest in teachers’ data-driven decision making for instructional improvement, assessment development based on cognitive learning models, and assessment validity.
Korbin is the Assistant Director of Operational Research at Accessible Teaching, Learning, and Assessment Systems (ATLAS), a research center at the University of Kansas with more than 150 staff and more than $20M in annual revenues.
Kobrin earned her Ed.D. in educational statistics and measurement from Rutgers University and holds a master’s degree in educational research and evaluation from Boston College. Before joining ATLAS, she was a senior research scientist at Pearson and a research scientist at the College Board. She also spent three years directing institutional effectiveness and assessment offices in higher education. She has co-authored numerous peer-reviewed articles, book chapters, technical reports, and conference papers on a variety of topics in educational measurement and assessment.
Education —
Selected Publications —
Clark, A.K., Kobrin, J.L., Karvonen, M., & Hirt, A. (in press). Teacher use of diagnostic score reports for instructional decision-making in the subsequent academic year. Practical Assessment Research and Evaluation.
Kobrin, J., Karvonen, M., Clark, A.C., & Thompson, W.J. (2022). Developing and refining a model of implementation fidelity for an instructionally embedded assessment system. Practical Assessment Research and Evaluation, 27(24), 1-19.
Kobrin, J. (2022). Evidence-centered design. In B. Frey (Ed.), The SAGE encyclopedia of research design (Vol. 1, pp. 514-516). SAGE Publications, Inc.
Nichols, P., Kobrin, J.L., Lai, E.R., & Koepfler, J. (2017). The role of models of learning and cognition in assessment design and development. Handbook of Cognition and Assessment (J. Leighton & A. Rupp, Eds.).
Lai, E. R., Kobrin, J. L., DiCerbo, K. E., & Holland, L. R. (2017). Tracing the assessment triangle with learning progression-aligned assessments in mathematics. Measurement: Interdisciplinary Research and Perspectives, 15(3-4), 143-162.
Panorkou, N., & Kobrin, J. L. (2017). Enhancing teachers' formative assessment practices through learning trajectory-based professional development. Mathematics Teacher Educator, 5(2), 178-201.
Kobrin, J.L., & Panorkou, N. (2016). The Building Blocks of Learning: An informed understanding of learning progressions can lead to more productive discussions about student work. Educational Leadership.
Kobrin, J.L., Larson, S.J., Cromwell, A., & Garza, P. (2015). A framework for evaluating learning progressions on features related to their intended uses. Journal of Educational Research and Practice.
Kobrin, J. L. (2014). Learning progressions in action in a middle school: a case study. Professional Development in Education, 1-3.
Kobrin, J.L., & Edwards, K. (2014). Impact of online applications on trends in higher education outcomes. College & University Journal, 89 (1), 2-11.
Kobrin, J.L, Kim, Y., & Sackett, P. (2011). Modeling the predictive validity of SAT mathematics items using item characteristics. Educational and Psychological Measurement, 72(1), 99-119.
Kobrin, J. L., & Patterson, B. F. (2011). Contextual factors associated with the validity of SAT scores and high school GPA for predicting first-year college grades. Educational Assessment, 16(4), 207-226.
Memberships —
Professional Affiliations
- National Council on Measurement in Education (2000–present)
- American Educational Research Association (2000–present)
- Northeastern Educational Research Association (2000–present)
Reviewer
- International Journal of Testing
- Educational Measurement: Issues and Practice
- Education Policy Analysis Archives
- Journal of Educational Measurement