Jennifer L. Kobrin
- Assistant Director of Operational Research
Contact Info
Personal Links
Biography —
Jennifer Kobrin, EdD, 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 EdD 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., Kobrin, J. L., Karvonen, M. & Hirt, A., (2023) Teacher Use of Diagnostic Score Reports for Instructional Decision-Making in the Subsequent Academic Year. Practical Assessment, Research, and Evaluation 28(1): 6.
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