Research and Interests
Todd Rogers is interested in research in the area of measurement and evaluation of students. He is particularly interested in the fair assessment of students. He was the chair of the group that developed the Principles of Fair Student Assessment Practices for Education in Canada, and he is currently working on a project to develop the Student Evaluation Standards in the United States.
Dr. Rogers uses a variety of research design and incorporates both qualitative and quantitative approaches in a complementary fashion in his study, fitting the design used and the balance between the two approaches to the nature of the research questions. He has held grants from the Social Sciences and Research Council of Canada and various provincial governments.
Dr. Rogers has presented a number of workshops and presentations across Canada on topics related to the principles and guidelines in the Principles. His international work involves instruction in the areas of measurement and evaluation and research design/statistics in developing countries, including the Barbados, Dominican Republic, Jamaica, and Zimbabwe.
Dr. Rogers is presently a Scholar-in-Residence, Education Quality and Accountability Office, Ontario.
Rogers, W.T., Gierl, M.J., Tardif, C., Lin, J., & Rinaldi, C.M. (2003). Differential validy and utility of successive and simultaneous approaches to the development of equivalent achievement tests in French and English. Alberta Journal of Educational Research, 49(3), 290-304.
Cheng, L., Rogers, W.T., Hu, Huiqin. (2004). ESL/EFL instructors' classroom assessment practices: Purposes, methods, and procedures. Language Testing, 21, 359-389.
Tomkowicz, J. & Rogers, W.T. (2005). Comparison of ability estimates: Binary and nominally scored testwise susceptible and non susceptible multiple-choice items. Alberta Journal of Education, 51, 200-215.
Klinger, D., & Rogers, W.T. (2006). Differential effects of global modifications to large-scale high-stakes examination programs. Assessment in Education: Issues, Policy and Practice, 13, 29-43.
Radwan, N., & Rogers, W.T. (2006). A critical analysis of the body of work method for setting cut-scores. Alberta Journal of Education, 52, 65-89.
Rogers, W.T., & Ricker, K. L. (2006). Establishing performance standards and setting cut-scores. Alberta Journal of Education, 52, 16-24.
Rogers W.T., & Ricker, K. L. (2006). Epilogue. Alberta Journal of Education, 52, 80-83.
Buka, I., Rogers, W. T., Osornio-Vargas, A. R, Hoffman, H., Pearce, M., & Li, Y. Y. (2006). An urban survey of paediatric envionmental health concerns: Perceptions of parents/guardians and health care professionals. Paediatrics & Child Health, 11 (4), 235-238.
Wilson, P.M., Rogers, W.T., Rogers, W.M., & Wild, C. (2006). The psychological need satisfaction excercise scale: Evidence for construct validity. Journal of Sport & Excercise Psychology, 28, 231-251.
Rogers, W.T., Ma, X., Klinger, D. A., Dawber, T., Hellesten, L., Nowicki, D., & Tomkowicz, J. (2006). Examination of the influence of selected factors on performance on Alberta Learning achievement tests. Canadian Journal of Education, 29, 731-756..
Rogers, W.T., Anderson, J.A., Klinger, D.A., & Dawber, T. (2006). Pitfalls and potential of secondary data analysis of the Council of MInisters of Education, Canada national assessments. Canadian Journal of Education, 29, 757-770.
Klinger, D.A., Rogers, W.T., Anderson, J.A., Huang, J., & Poth, C. (2006). Contextual and school factors associated with achievement on high-stakes examinations. Canadian Journal of Education, 29, 771-797.
Anderson, J., Rogers, W.T., Klinger, D., Ungerlieder, C., Anderson, B., & Glickman, V. (2006). Exploring the correlates of learning outcomes. Canadian Journal of Education, 29, 706-730.
Rogers, W.T., Cheng, L., & Hu, H. (2007). ESL/EFL instructors' beliefs about assessment and evaluation. Canadian International Education, 36, 39-61.
Hellsten, L., & Rogers, W.T. (in press). Development and prelimiary validation of the Time Management for Exercise Scale. Measurement in Physical Education and Exercise Science.
Cheng, L., Rogers, W.T., & Wang, X. (2008). Assessment purposes and procedures in ESL/EFL classrooms. Assessment & Evaluation in Higher Education, 33 (1), 9-32.
Hu, H., Rogers, W.T., & Vukimirovic, Z. (2008). Investigation of IRT-based equating methods in the presence of outliers. Applied Psychological Measurement, 32 (4), 311-333.
Dawber, T., Rogers, W.T., & Carbanaro, M. (2010). Robustness of Lord's formulas for item difficulty and discrimination conversions between Classical and Item Response Theory Models. Alberta Journal of Education, 55(4), 512-533.
Rogers, W.T., Lin, J., & Rinaldi, C. (2010). Validity of the Simultaneous Approach to the Development of Equivalent Achievmeent tests in English and French. Applied Measurement in Education.
Klinger, D.A., Rogers, W.T., Miller, T., & De Luce C. (2010). Large-scale assessments in Canada. National Council on Measurement in Education Newsletter.
Gao, L. & Rogers, W.T. (in press). Use of Tree-based Regression in the Analyses of L2 Reading Test Items, Journal of Language Testing.
- EDPY 507 Test Theory
- EDPY 508 Seminar and Research in Educational Measurement
- EDPY 605 Multivariate Statistical Methods in Educational Research
- EDPY 697 Norming and Standard Setting
- EDPY 697 Factor Analysis
- EDPY 697 Generalizability Theory
- EDPY 697 Constructing and Analyzing Attitude Scales