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Angela Haydel DeBarger

Senior Research Scientist

Dr. Angela Haydel DeBarger's research interests are in the design and validation of innovative assessments and in studying student motivation in learning activities. Her current work focuses on designing technology-supported formative assessments and large-scale assessments. Dr. DeBarger is exploring ways to develop formative assessments to improve learning and teaching. Through the Principled Assessment Designs for Inquiry projects, she also works with state departments of education to support the design of technology-supported science assessments and assessments for students with special needs.

Education 

• Ph.D., Educational Psychology, Stanford University, 2002
• M.S., Psychology, University of Michigan at Ann Arbor, 1998
• A.B., Psychology with Honors, Stanford University, 1996

Professional Experience 

• Senior Education Researcher, SRI International, Menlo Park, CA (2008-present)
• Education Researcher, SRI International, Menlo Park, CA (2002-2008)
• Intern, SRI International, Menlo Park, CA (1999-2002)
• Research Assistant, Stanford University, Stanford, CA (1998-2002)
• Research Assistant, University of Michigan, Ann Arbor, MI (1996-1998)

Research Areas at CTL

Assessment
Evaluation
Learning Environments

Current Projects at CTL

• Application of Evidence-Centered Design to State Large-Scale Science Assessment (Staff)
• Chemistry Facets: Formative Assessment to Improve Student Understanding in Chemistry (Leader)
• Contingent Pedagogies for Conceptual Teaching and Learning (Leader)
• National Technology Activities Task Order
• Principled Science Assessment Design for Students with Disabilities (Staff)
• Study of Data-Driven Decision Making

Past Projects at CTL

• Calipers: Using Simulations to Assess Complex Science Learning (Leader) ended 2007
• Evaluation of "Journey to El Yunque: Studying the Effects of Hurricane Georges" ended 2006
• Evaluation of the GLOBE Program ended 2006
• Math and Science Partnership Assessment Resource Management Systems (MSP-ARMS) ended 2003
• Principled Assessment Designs for Inquiry (PADI) ended 2008
• Validities of Standards-Based Science Inquiry Assessments: Design and Implementation Studies ended 2004

Publications

• Means, B., Padilla, C., DeBarger, A., & Bakia, M. (2009). Implementing Data-Informed Decision Making in Schools--Teacher Access, Supports and Use. Report prepared for U.S. Department of Education, Office of Planning, Evaluation and Policy Development. Prepared by SRI International, Menlo Park, CA.
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• Haynie, K., Haertel, G., Lash, A., Quellmalz, E., & DeBarger, A. H. (2006). Reverse Engineering the NAEP Floating Pencil Task Using the PADI Design System (PADI Technical Report 16). Menlo Park, CA: SRI International.
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• DeBarger, A. H., & Riconscente, M. (2005). An example-based exploration of design patterns in measurement (PADI Technical Report 8). Menlo Park, CA: SRI International.
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• DeBarger, A. H., Yumoto, F., & Quellmalz, E. (2005, April). GLOBE: Using PADI templates as an alternative structure for specifying GLOBE investigation strategies. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
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• Haydel, A. M., & Riconscente, M. (2004, April). The role of task templates in assessment design. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
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• Penuel, W. R., Crawford, V., Boscardin, C. K., Masyn, K., Debarger, A. H., & Urdan, T. C. (2005). Teaching with student response system technology: A survey of K-12 teachers. Menlo Park, CA: SRI International.
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• Haydel, A. M., & Fried, R. (2003, April). An integrative approach to relating science inquiry assessment items to science curricula and national standards. Paper presented at the annual meeting of the National Council on Measurement in Education, Chicago, IL.
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• Haydel, A.M. (2003, April). Using cognitive analyses to understand motivational and situational influences in science achievement. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
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• Quellmalz, E., & Haydel, A.M. (2003, April). Using cognitive analyses to describe students’ science inquiry and motivation to learn. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
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• Haydel, A. M. (2002). Measuring more than we know? An examination of the motivational and situational influences in science achievement. Unpublished doctoral dissertation.
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• Haydel, A. M. (2002). Using cognitive analyses to describe motivation in terms of cognitive, metacognitive and affective engagement in different science assessment contexts. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
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• Haydel, A. M., & Quellmalz, E. (2002). Using cognitive analysis to study the validities of science inquiry assessments. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
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• Haydel, A. M., & Roeser, R. W. (2002). On the links between students’ motivational patterns and their perceptions of, beliefs about, and performance on different types of science assessments: A multidimensional approach to achievement validation (CSE Technical Report 573). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing.
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• Haydel, A. M., & Roeser, R. W. (2002). On motivation, ability and the perceived situation in science test performance: A person-centered approach with high school students. Educational Assessment, 8, 161-188.
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