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Gerald Tindal

Gerald Tindal's picture
Faculty
Researchers
Castle-McIntosh-Knight Professor of Education
Education: 
BA, University of Minnesota, 1975
PhD, University of Minnesota, 1982
Research and Outreach Unit(s): 

Gerald Tindal is currently a Castle-McIntosh-Knight Professor in the College of Education at the University of Oregon and the Director of Behavioral Research and Teaching (BRT). With this working group, he conducts research from grants with the Institute of Education Sciences (IES) and the Office of Special Education Programs (OSEP), Washington, D.C., and contracts from State Educational Agencies. He is also a member of the following research organizations and professional/academic organizations: Council for Exceptional Children (CEC), Division of Research (DR); American Educational Research Association (AERA); and National Council on Measurement in Education.

Dr. Tindal teaches and conducts research in educational assessment and measurement in three areas: (a) large-scale assessment, (b) curriculum based measurement, and (c) secondary content knowledge. His work focuses primarily on teacher and administrator use of student achievement information for decision-making: planning and evaluating instructional programs and developing effective systems

For the past decade, Dr. Tindal’s research on student participation in large scale testing and development of alternate assessments has included investigations of test accommodations, teacher decision-making using curriculum-based measurement and extended assessments of basic skills. Much of this work on assessment has focused on development of measures for teachers to use in the classroom for monitoring progress with computer-based tests (CBT) and making appropriate decisions on participation of large-scale tests.

In addition he publishes and reviews articles in many special education journals and has written several book chapters and books on curriculum-based measurement and large-scale testing. His teaching includes both curriculum-based measurement of basic skills and concept-based instruction and problem solving in secondary content classrooms.