Phillip Irvin

Phillip Irvin profile picture

Biography

Dr. Irvin is a former geologist/geochemist and elementary/middle school science educator who has taught in diverse educational settings, elementary through graduate. After earning a PhD at the University of Oregon (UO) in 2015 specializing in assessment and measurement, Dr. Irvin joined Behavioral Research and Teaching (BRT) at the UO as a Research Associate. As a doctoral student and since joining BRT as faculty, Dr. Irvin has developed extensive expertise in interim-formative and summative-accountability assessment systems development and validation, including for measuring the achievement growth and learning-related behaviors of exceptional groups (e.g., preschoolers and children with learning disabilities) over critical developmental stages (e.g., transition toward kindergarten).

 

Since being promoted to Research Assistant Professor at BRT in 2018, Dr. Irvin has continued honing an independent line of research characterized by building assessment and data literacy for key education stakeholders (students, teachers, parents, and administrators) within teaching and learning ecosystems. His research has been funded by the Institute of Education Sciences (IES) and the Office of Special Education Programs (OSEP), with grants submissions to those and the National Science Foundation (NSF) pending and ongoing. Dr. Irvin recently documented the underlying structure and predictive-concordant capacity of Oregon’s kindergarten entry assessment and led development of the Oregon Science Alternate Assessment for students with significant cognitive disabilities. Two current federally-funded projects involve developing “smart” web-based professional development to support implementation of Response to Intervention (RTI) and a tablet-based assessment-learning tool to identify early risk factors of reading disabilities and inform teacher decision-making in preschool and kindergarten.

Education

Ph.D., 2015, University of Oregon, Eugene, OR

Major: Quantitative Methodology and Measurement

 

M.S., 2007, Antioch University, Yellow Springs, OH

Major: Educational Leadership (Earth/Space Science Teaching License and Principal Licensure)

 

M.S., 2002, Miami University, Oxford, OH

Major: Geochemistry and Volcanology

 

B.A., 1997, Miami University, Oxford, OH

Major: Geology

Publications

Irvin, P. S., Tindal, G., & Slater, S. (2019). The relation of kindergarten entry skills to emergent literacy and mathematics achievement. Manuscript submitted for publication.

Scalise, K., Irvin, P. S., Alresheed, F., Zvoch, K., Yim, H., Park, S., Landis, B., Meng, P., Kleinfelder, B., Halladay, L., & Partsafas, A. (2018). Accommodations in digital interactive STEM assessment tasks: Current accommodations and promising practices for enhancing accessibility for students with disabilities, Journal of Special Education Technology33(4), 219-236. doi:10.1177/0162643418759340

Farley, D., Anderson, D., Irvin, P. S., & Tindal, G. (2016). Modeling reading growth in grades 3-5 with an alternate assessment. Remedial and Special Education38(4), 195-206. doi:10.1177/0741932516678661

Tindal, G., Irvin, P. S., Nese, J. F. T., & Slater, S. (2015). Skills for entering kindergarten.Educational Assessment20, 297-319. doi:10.1080/10627197.2015.1093929

Anderson, D., Irvin, P. S., Alonzo, J., & Tindal, G. (2015). Gauging item alignment through online systems while controlling for rater effects. Educational Measurement: Issues and Practice34(1), 22-33. doi:0.1111/emip.12038

Scalise, K., Timms, M., Moorjani, A., Clark, L., Holtermann, K., & Irvin, P. S. (2011). Student learning in science simulations: Design features that promote learning gains. Journal of Research in Science Teaching48(9), 1050-1078. doi:10.1002/tea.20437

Research

Dr. Irvin’s research examines how status and growth in reading, math, and science achievement relate to data use and interpretation, instructional decision-making, and teacher professional development. In particular, Dr. Irvin explores how classroom-based assessment (e.g., interim/growth and formative practices) can be integrated into teaching-learning ecosystems in a manner that allows data to be accessed, modeled, visualized, interpreted, and communicated in novel ways to promote equity and drive improvement in teaching and learning outcomes for all students.