Joshua Sussman

Joshua Sussman has a dual appointment as a Lecturer in the Graduate School of Education and a Postdoctoral Fellow at the Berkeley Evaluation and Assessment Research (BEAR) Center. As a lecturer, he teaches a course in data analysis in education research. His research focuses on methods for (a) measuring cognitive development in children and adolescents and (b) evaluating innovative educational and psychological interventions. He also examines methods for communicating complex psychometric information to lay audiences to support data-based decision making in schools. He is currently investigating the effectivness of an elementary mathematics curriculum for English Language Learners (ELLs) and their English Proficient peers, and using large-scale data from an early childhood assessment to study development within different regions (e.g., urban and rural) of California. In addition, Joshua is a credentialed school psychologist.

Interests and Professional Affiliations

Applied measurement

Educational and psychological assessment

Outcome measures

Elementary and secondary mathematics and science education

Policy and education reform

School psychology and special education


Peer-reviewed articles 

Sussman, J., & Wilson, M. (2018). The use and validity of standardized achievement tests for evaluating new curricular interventions in mathematics and science. American Journal of Evaluation (pre-print online).


Sussman, J., Beaujean, A. A., Worrell, F. C., & Watson, S. (2013). An analysis of Cross Racial Identity Scale (CRIS) scores using classical test theory and Rasch item response models. Measurement and Evaluation in Counseling and Development, 46, 136 – 153.


Sussman, J., & Tasso, A. F. (2013). The Mesulam Continuous Performance Test: Age-related and gender differences in the sustained attention of elementary school children. The New School Psychology Bulletin, 10, 1 – 13.


Didonna, A., Sussman, J., Benetti, F., & Legname, G. (2012). The role of Bax and caspase-3 in doppel-induced apoptosis of cerebellar granule cells. Prion, 6, 309 – 316.


Stöhr, J., Watts, J. C., Legname, G., Oehler, A., Lemus, A., Nguyen, H. O. B., Sussman, J, Wile, H., DeArmond, S. J., Prusiner, S. B., & Giles, K. (2011). Spontaneous generation of anchorless prions in transgenic mice. Proceedings of the National Academy of Sciences108, 21223 – 21228.


Benvegnù, S., Franciotta, D., Sussman, J., Bacchi, A., Zardini, E., Torreri, P., Govaerts, C., Pizzo, S., & Legname, G. (2009). Prion Protein paralog Doppel Protein interacts with α2-macroglobulin: a plausible mechanism for Doppel-mediated neurodegeneration. PloS One, 4, e5968.


Shtivelman, E., Sussman, J., & Stokoe, D. (2002). A role for PI 3-kinase and PKB activity in the G2/M phase of the cell cycle. Current Biology, 12, 919 – 924.


Sussman, J., Stokoe, D., Ossina, N., & Shtivelman, E. (2001). Protein kinase B phosphorylates AHNAK and regulates its subcellular localization. Journal of Cell Biology, 154, 1019-1030.


Book chapter

Eisen, A. R., Sussman, J., Schmidt, T., Mason, L., Hausler, L. A., & Hashim, R. (2011). Separation Anxiety Disorder. In D. McKay & E. A. Storch (Eds.), Handbook of child and adolescent anxiety disorders. New York, NY: Springer Publishing Company.


Technical reports

DRDP Collaborative Research Group. (2018). Technical Report for the Desired Results Developmental Profile (2015). Report prepared for the California Department of Education. Retrieved from 20Report_20180920_clean508.pdf


Sussman, J., Diakow, R., & Saxe, G. (2013). The efficacy of the Learning Mathematics through Representations (LMR) lesson sequence using California Standards Test (CST) as an outcome measure.  Unpublished technical report submitted to IES at close of research grant.


Sussman, J., & Gochyyev, P. (2019, April). Multidimensional IRT analyses support formative, longitudinal assessment of early childhood development. In K. Draney (Chair), Supporting children’s early learning and kindergarten goals with a standards-aligned assessment: Effective practices in statewide aggregate reporting. Symposium accepted to the annual meeting of the American Educational Research Association, Toronto, Ontario, Canada.


Sussman, J. (2018, April).Differential Item Functioning (DIF) for special education populations in the Desired Results Developmental Profile Assessment: The impact of DIF and what we can (and should) do about it. Paper presented at the bi-annual meeting of the International Objective Measurement Workshop, New York, NY.


Duckor, B., Sussman, J., & Sellars, B. (2018, April). To validate or not to validate the internal structure of connectedness, empowerment, and meaning scales: The meaning and results of a multi-dimensional item response model study. Paper presented at the bi-annual meeting of the International Objective Measurement Workshop, New York, NY.


Sussman, J., Freund, R, & Feuerstahler, L. (2018, April). High quality score reports from a multidimensional assessment of early childhood development. In R. Diakow (Chair), Communicating complex psychometric information to teachers, parents, and other less technical audiences. Symposium presented at the annual meeting of the National Council on Measurement in Education, New York, NY.


Sussman, J., & Wilson, M. (2016, December). The prevalence of “off-label” assessment. Paper presented at the Institute of Education Sciences, Principal Investigators Meeting. Washington, DC.


Sussman, J., & Potter, A. (2016, October). Healthy family boundaries around young children’s use of electronic media: Research-based recommendations. Poster presented at the Society for Research in Child Development Special Meeting on Technology and Media in Children’s Development. Irvine, CA.


Sussman, J. (2015, April). Outcome assessment for evaluation of educational interventions: state assessments and the concept of alignment. Poster presented at the American Educational Research Association Annual Meeting. Chicago, IL.


Sussman, J. (2015, April). Outcome measurement in educational evaluation: A simulation of assessment-intervention alignment. Poster presented at the National Council on Measurement in Education Annual Meeting. Chicago, IL.


Schwarz, C., Kirst, C., Berland, L., Toyama, Y., Sussman. J., Draney, K., Reiser, B., & Kenyon, L. (2015, April). Personally and scientifically meaningful engagement in the scientific practices. Paper presented at the National Association for Research in Science Teaching Annual Meeting. Chicago, IL.


Buchanan, N. L., & Sussman, J. (2014, May). Progressive coordinations: A learning progression for rational number based on students' partial understandings. Poster presented at the Jean Piaget Society Annual Meeting. San Francisco, CA.


Sussman, J. (2014, April). Evaluating educational interventions with state-administered proficiency assessments: validity issues. Poster presented at the National Council on Measurement in Education Annual Meeting. Philadelphia, PA.


Ph.D. University of California, Berkeley, 2016

Contact Information

Office #4426

Graduate School of Education
Berkeley Way West Building (BWW)
UC Berkeley
2121 Berkeley Way
Berkeley, CA 94720-1670