Linda Morell

Linda Morell researches and lectures on critical issues in educational assessment and evaluation.  

She teaches program evaluation in the Graduate School of Education. Her courses address evaluation theory, design, and methodology. She also conducts original research through the BEAR Center. She is Co-PI on an NSF-funded project, Learning Progressions in Science: Analyzing & Deconstructing the Multiple Dimensions in Assessment.  This study investigates student understanding of the science practice of argumentation, the crosscutting concept of patterns, and three content areas - natural resources, ecosystems, and the structure of matter. She directs the IES-funded project, Developing & Testing Multi-Component Computer-Based Assessment Tasks for the Next Generation Science Standards. This project brings together UC Berkeley, Stanford University, the SERP Institute, and the San Francisco Unified School District to connect practice and research. The project is designed to develop assessment tasks that combine core content and science and engineering practices.  She also leads the assessment component of the San Francisco Health Investigators (SFHI) project through a grant to UCSF from NIH. She researches issues for the Desired Results Developmental Profile (DRDP) project and other projects of interest.  She develops grant proposals, trains graduate students and post-doctoral scholars, and writes about current issues in educational research.

Publications

Selected Publications & Presentations

Morell, L., Suksiri, W., Dozier, S., Osborne, J., & Wilson, M. (2020, September 10). An Exploration of Selected-Response Items Compared to Constructed-Response Item Types in Science Education. In K. Draney (Chair), Automated Assessment of Mathematical and Scientific Reasoning: Alternative to Machine-scoring Open-Ended Items. Symposium conducted remotely for the National Council on Measurement in Education (NCME) remote.

Suksiri, W., Morell, L., & Wilson, M. (2020). Making Response Processes Matter to Designing Assessments of Student Learning. National Council on Measurement in Education (NCME) Annual Meeting San Francisco, CA (Conference partially canceled)

Morell, L., Suksiri, W., Dozier, S., Osborne, J., & Wilson, M. (2020). Gaining Insight into Teachers’ Interpretations of Computer-Based Feedback for the Purpose of Valid Inferences [Paper]. International Objective Measurement Workshop (IOMW) (Conference Canceled).

Morell, L., Suksiri, & Wilson, M. (2020). Prevalence of Misreporting Demographic Data on a Low-Stakes Test [Paper]. International Objective Measurement Workshop (IOMW) (Conference Canceled).

Morell, L., Bathia, S., Koo, B. & Wilson, M., . Smith, R., (2020) A 12-Item Survey to Measure “Identity as a Researcher” NARST Annual Meeting Portland, OR (Conference Canceled).

Morell, L., Suksiri, W., Dozier, S., Osborne, J., & Wilson, M. (2020). Selected Response Item Formats: Addressing the Practice of Arguing from Evidence in Science. In J. Osborne (Chair), Automated Assessment of Argumentation in School Science: Developments and Challenges [Symposium]. NARST Annual Meeting Portland, OR (Conference Canceled).

Bathia, S., Morell, L., Smith, R., Koo, B. & Wilson, M. R. (2020, April 17 - 21) Measuring High School Students' Self-Perception as a Researcher: Development and Validation of the Researcher Identity Scale [Poster Session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/sajb3fx (Conference Canceled).

MacPherson, A., Morell, L. & Dozier, S. (2020, Apr 17 - 21) A Learning Progression for Interdependent Relationships in Ecosystems [Roundtable Session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/sqe3xvg (Conference Canceled).

Morell, L., Suksiri, W., Dozier, S., Osborne, J., & Wilson, M. (2020, January 9). Automated Assessment of Scientific Reasoning: Selected-Response Items Compared to Constructed-Response Items. Session presented at the Annual Principal Investigators Meeting, Washington, DC.

Dozier, S., Morell, L., Suksiri, W., Osborne, J. F., and Wilson, M. R. (2019, August). Addressing the practice of arguing from evidence in science using forced-choice item formats. Paper presented at the Conference of the European Science Education Research Association, Bologna, Italy.

Smith, R., & Morell, L., (2019, April). Measuring STEM Mindsets: San Francisco Health Investigator’s Researcher Identity (RI) Survey. In K. Chang (Chair), Measuring STEM Mindsets. Symposium conducted at the National Institutes of Health (NIH) SciEd Annual Conference, Washington, DC.

Morell, L., Bathia, S., Koo, B., Smith, R., & Wilson, M. (2019, April). An Application of Item Response Theory to Develop a Measure of Researcher Identity. Session presented at the National Institutes of Health (NIH) SciEd Annual Conference, Washington, DC.

Morell, L., Bathia, S., Koo, B., Smith, R., & Wilson, M. (2019, April). The Construction and Validation of a Researcher Identity Scale. Session presented at the American Educational Research Association Annual Meeting, Toronto, Ontario, Canada.

Wilson, M., Morell, L., Osborne, J., Dozier, S., & Suksiri, W. (2019, April). Assessing Higher Order Reasoning Using Technology-Enhanced Selected Response Item Types in the Context of Science. In J. Osborne (Chair), Automated Assessment of Scientific Reasoning: Developments in the Field. Symposium conducted at the National Council of Measurement in Education (NCME) Annual Conference, Toronto, Ontario, Canada.

Freund, R., Sussman, J., & Morell, L. (2019, April). High Quality Individual and Group Reports for 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 conducted at the American Educational Research Association (AERA) Annual Conference, Toronto, Ontario, Canada.

Bathia, S., Koo, B., Morell, L., Smith, R., Bernard, J., & Wilson, M. (February 26, 2019). The Development of the Researcher Identity Scale (RIS): An Example of Immersive Collaborative Assessment Development. Invited speaking engagement, BEAR Seminar, Berkeley, CA.

Morell, L., Suksiri, W., Dozier, S., Osborne, J., & Wilson, M., (2019, January). Addressing the NGSS Practice of Arguing from Evidence using Forced-Choice Item Formats: Challenges and Successes. Session presented at the Annual Principal Investigators Meeting, Washington, DC.

Bathia, S., Morell, L., Koo, B., Bernard, J., Smith, R., & Wilson, M. (May 28, 2018). Measuring A Student’s Researcher Identity Using the BEAR Assessment Framework. Presented at the Annual Meeting – National Institutes of Health (NIH), SciEd 2018, Washington, DC.

Wilson, M., Morell, L., & Osborne, J. (March 10, 2018). Modeling the Relationship between Argumentation and Science Content Items: Possible Task Formats. Presented at the National Association for Research in Science Teaching (NARST) Annual Conference, Atlanta, Georgia.

Morell, L., Chiu, T., Black, P., & Wilson, M. (2017). A Construct-Modeling Approach to Develop a Learning Progression of how Students Understand the Structure of Matter. Journal of Research in Science Teaching.

Collier, T., Morell, L., & Wilson, M. (2017). Exploring the Item Features of a Science Assessment with Complex Tasks. Measurement.

Morell, L., Feuerstahler, L., Wilson, M., & Osborne, J. (2017).  Developing and Testing Multi-Component Computer-Based Assessment Tasks for the Next Generation Science Standards, Year 1.  Technical Report to the Institute of Education Sciences (IES).

Morell, L., (July 5, 2016). Review: Using Authentic Scientific Data Sets in Challenging Students to Wrestle with Real-World Scenarios. NIH 2015 SciEd Conference Report, Genetic Science Learning Center, University of Utah, 36-37.

Morell, L. & Tan, R. (June 2009).  Validating for Use and Implementation:  A Mixed-Methods Contribution Illustrated.  Journal of Mixed Methods Research (3), 3, 242-264.

Morell, L. (2009).   Contributions of Middle Grade Students to the Validation Process of a National Science Assessment Study.  In D. Hough (Ed.), Middle Grade Research:  Exemplary Studies Linking Theory to Practice (pp. 148-159).  Charlotte, NC:  Information Age Publishing, Inc. 

Degree(s)

Ph.D. University of California, Berkeley

Contact Information

Office

2000 Center Street, Suite 301