Shawn Irvin, Research Assistant Professor
Shawn Irvin-Video Interview
Shawn Irvin recently graduated with a PhD from the Department of Educational Methodology, Policy and Leadership at the University of Oregon.
He received a M.S. in Educational Leadership and an Ohio principal license from Antioch University McGregor, and a M.S. in Geology/Geochemistry from Miami University. Prior to joining the BRT, Shawn taught science, math and technology for over nine years at the primary, secondary, and undergraduate levels, as well as education practitioner/action research at the graduate level.
Shawn's primary research interests include:
Shawn earned a PhD at the University of Oregon (UO) in 2015 specializing in methodology and measurement. He has worked in diverse educational settings, elementary through graduate, and is a Research Assistant Professor at Behavioral Research and Teaching at UO. Shawn's research specifically explores how status and growth in reading, math, and science achievement relate to data use, instructional decision-making, and professional development (PD) needs. In particular, he seeks to understand how student data can be accessed, modeled, and visualized in novel ways that support improved decisions and targeted PD.
Currently, Shawn's focus is on developing and improving the utility of classroom-based and high stakes (e.g., PreK-K school entry and State Alternate Assessment based upon Alternate Achievement Standards [AA-AAS]) systems.
University of Oregon (UO) Associate Professor Kathleen Scalise from the Department of Educational Methodology, Policy, and Leadership department (EMPL), BRT Research Assistant Professor P. Shawn Irvin, and Special Education doctoral student Fahad Alresheed helped coordinate a group of graduate students who worked together to synthesize the literature on accommodations in computer-based interactive assessment tasks for students with disabilities. The collaborative project, which ultimately involved three faculty and eight doctoral students from the UO College of Education (COE), resulted in a publication in the highly-respected peer-reviewed Journal of Special Education Technology.
The goal of the project was diverse. Drs. Scalise and Irvin wanted to find a meaningful way to mentor graduate students through the synthesis and publication process. In addition, they wanted to inform educators, school administrators, policy makers, and assessment developers on the availability and use of accommodations in interactive assessment contexts, particularly in the area of science assessments. Finally, the synthesis provides an empirical foundation for future external funding related to research on accommodation development and application in the area of STEM (Science, Technology, Engineering, and Mathematics), with an emphasis on digital interactive assessment tasks.
The project was a success. Doctoral students from three different UO COE departments (School Psychology, Special Education, and Educational Methodology, Policy, and Leadership) had the opportunity to work together to locate and analyze empirical articles from a variety of sources, mentored closely by faculty from BRT and EMPL—a cross-departmental collaborative model that the researchers hope to replicate in future products. The resulting peer-reviewed publication provides important information for people responsible for ensuring that students with disabilities have access to the supports needed to accurately measure their knowledge and skill in the area of STEM. And, by identifying areas in need of future research and development, the project will serve as a starting point for future grant proposals.
To read the synthesis, please visit:
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 Technology.
Advance online publication. doi.org/10.1177/0162643418759340