Contact Information

Center for Advanced Studies in
Measurement and Assessment (CASMA)
210 Lindquist Center South
University of Iowa
Iowa City, IA 52242-1529

• B A. 1967 State College at Salem, MA
• M.A.T. 1968 Harvard Graduate School of Education
• Ed.D. 1970 Harvard Graduate School of Education

• Director, Center for Advanced Studies in Measurement and Assessment (CASMA)
• Professor, Psychological and Quantitative Foundations

• 2002-present Director, Center for Advanced Studies in Measurement and Assessment (CASMA)
• 1994-present E. F. Lindquist Chair in Measurement and Testing
• 1994-2002 Director, Iowa Testing Programs
• 1990-1994 Distinguished Research Scientist, ACT Inc.
• 1983-1992 AVP Measurement Research, ACT Inc.

• 1996-1999 President, Iowa Academy of Education
• 1995-1997 President, National Council on Measurement in Education
• 1994-1996 Vice-president, American Educational Research Association
• 1987-1988 President, Midwestern Educational Research Association

• AERA/ACT E. F. Lindquist 2004 Award for Outstanding Achievement in Applied or Theoretical Research in the Field of Testing and Measurement
• Recipient of 2000 NCME Award for Career Contributions to Educational Measurement

• Brennan, R. L. (2007). Tests in transition: discussion and synthesis. In N. J. Dorans, M. Pommerich, & P. W. Holland (Eds.), Linking and aligning scores and scales (pp. 161-175). NewYork: Springer-Verlag.
• Brennan, R. L. (2006). Perspectives on the evolution and future of educational measurement. In R. L. Brennan (Ed.), Educational measurement (4th ed., pp.1-16.). Westport, CT: American Council on Education/Praeger.
• Brennan, R. L. (Ed.). (2006). Educational measurement (4th ed.). Westport, CT: American Council on Education/Praeger.
• Brennan, R. L. (2006). A discussion of population invariance. In A. A. von Davier, & M. Liu (Eds.), Population invariance of test equating and linking: Theory extension and applications across exams (pp. 171-190). Educational Testing Service: Princeton, NJ.
• Brennan, R. L. (2001). Generalizability theory. New York: Springer-Verlag.
• Kolen, M. J., & Brennan, R. L. (2004). Test equating, scaling, and linking methods and practices (2 nd ed.). New York: Springer-Verlag.
• Brennan, R. L. (2001). Some problems, pitfalls, and paradoxes in educational measurement. Educational Measurement: Issues and Practice, 20(4), 6-18.
• Brennan, R. L. (2001). An essay on the history and future of reliability from the perspective of replications. Journal of Educational Measurement, 38, 295-317.
• Brennan, R. L.. (2000). Performance assessments from the perspective of generalizability theory. Applied Psychological Measurement,24, 339-353.

• Generalizability Theory
• Equating
• Scaling
• Classical Test Theory
• Measurement Models

• 7P:258 Theory and Technique of Educational Measurement
• 7P:455 Generalizability Theory
• 7P:358 Equating and Scaling of Educational Tests