Cengiz Zopluoglu
Biography
Cengiz Zopluoglu is an Associate Professor in the Department of Special Education and Clinical Sciences at the University of Oregon. His research interests are centered around item response theory, psychometrics, latent variable modeling, and integrating machine learning methods into educational measurement. Dr. Zopluoglu has published and contributed numerous articles on psychometrics and statistical methods, and their applications in educational and behavioral sciences. Dr. Zopluoglu has taught advanced courses on psychometrics and statistical methodology including General Linear Models, Item Response Theory, Measurement and Psychometric Theory, Categorical Data Analysis, and Data Analysis with R in Educational and Behavioral Research. Dr. Zopluoglu holds a masters and doctorate degrees in Quantitative Methods in Education from the Department of Educational Psychology, University of Minnesota. Before joining the faculty at the University of Oregon, Dr. Zopluoglu served seven years as a faculty in the Research, Measurement, and Evaluation Program in the Department of Educational and Psychological Studies (EPS) at the University of Miami.
This faculty member is interested in having a new doctoral student for the 2024-2025 academic year.
Education
Ph.D., 2013, University of Minnesota, Twin Cities, MN
Major: Educational Psychology (Quantitative Methods in Education)
M.A., 2009, University of Minnesota, Twin Cities, MN
Major: Educational Psychology (Quantitative Methods in Education)
B.A., 2005, Abant Izzet Baysal University, Bolu, Turkey
Major: Mathematics Education (K-8)
Honors and Awards
2012 – 2013 Graduate Student Research Award, University of Minnesota
2007 – 2013 Fellowship for Graduate Education in the U.S., Ministry of National Education, Turkey
Publications
Kasli, M., Zopluoglu, C., & Toton, S. (in press). A Deterministic Gated Lognormal Response Time Model to Identify Examinees with Item Preknowledge. https://doi.org/10.1111/jedm.12340
Zopluoglu, C., Kasli, M., & Toton, S. (2021). The Effect of Item Preknowledge on Response Time: Analysis of Two Datasets Using the Multiple-Group Lognormal Response Time Model with a Gating Mechanism. Educational Measurement: Issues and Practices, 40(3), 42-51. https://doi.org/10.1111/emip.12428
Patel, Z.S., Jensen-Doss, A. & Zopluoglu, C (2021). Illustrating the Applicability of IRT to Implementation Science: Examining an Instrument of Therapist Attitudes. Administration and Policy in Mental Health Services Research, 48, 921-935.
Park, S.E., Ahn, S., & Zopluoglu, C. (2021). Differential item functioning effect size from the multigroup confirmatory factor analysis for a meta-analysis: A simulation study.Educational and Psychological Measurement,81(1), 182-199. https://doi.org/10.1177/0013164420925885
Zopluoglu, C. (2020). A Finite mixture item response theory model for continuous measurement outcomes. Educational and Psychological Measurement, 80(2), 346–364.https://doi.org/10.1177/0013164419856663
Zopluoglu, C. (2019). Computation of response similarity index M4 in R under the dichotomous and nominal item response models. International Journal of Assessment Tools in Education, 6 (5), 1-19. https://doi.org/10.21449/ijate.527299
Zopluoglu, C. (2019). Detecting examinees with item preknowledge in large-scale testing using Extreme Gradient Boosting (XGBoost). Educational and Psychological Measurement, 79(5), 931–961. https://doi.org/10.1177/0013164419839439
Sideridis, G.D., & Zopluoglu, C. (2018). Validation of response similarity analysis for the detection of academic cheating: An experimental study. Journal of Applied Measurement, 19(1), 59-75.
Zopluoglu, C., & Davenport, E.C. (2017). A note on using eigenvalues in dimensionality assessment. Practical Assessment, Research & Evaluation, 22 (7), 1-10. http://www.pareonline.net/getvn.asp?v=22&n=7
Myers, N. D., Ahn, S., Lu, M., Celimli, S., & Zopluoglu, C. (2017). Reordering and reflecting factors for simulation studies with exploratory factor analysis. Structural Equation Modeling: A Multidisciplinary Journal, 24(1), 112-128. https://doi.org/10.1080/10705511.2016.1230721