Stefanie Wind

HIGHLIGHTED PUBLICATIONS

Articles:

1. Wind, S. A. (2024). Item-explanatory Mokken Scale Analysis: Using nonparametric item response theory to explore item characteristics. Journal of Experimental Education. Online First: https://doi.org/10.1080/00220973.2024.2322941
2. Wind, S. A. (2022). Detecting rating scale malfunctioning with the Partial Credit Model and Generalized Partial Credit Model. Educational and Psychological Measurement, 83(5), 953-983. https://doi.org/10.1177/00131644221116292
3. Wind, S. A. & Walker, A. A. (2021). A model-data-fit-informed approach to score resolution in performance assessments. Educational Measurement: Issues and Practice, 40(3), 52-63.https://doi.org/10.1111/emip.12427
4. Wind, S. A. (2019). Examining the impacts of rater effects in performance assessments. Applied Psychological Measurement, 43(2), 159-171. https://doi.org/10.1177/0146621618789391
5. Wind, S. A. & Jones, E. (2019). Not just generalizability: A case for multi-faceted latent trait models in teacher observation systems. Educational Researcher, 48(8), 521-533. https://doi.org/10.3102/0013189X19874084
6. Wind, S. A. & Hua, C.* (2022). Rasch Measurement Theory analysis in R. Chapman & Hall/CRC The R Series.

Books:

1. Wind, S. A. (2022). Evaluating rating scale functioning for survey research. Quantitative Applications in the Social Sciences Series. Sage.
2. Wind, S. A. & Hua, C.* (2022). Rasch Measurement Theory analysis in R. Chapman & Hall/CRC The R Series.

BIOGRAPHY

Dr. Stefanie A. Wind is an Associate Professor of Educational Measurement at the University of Alabama, where she teaches graduate courses related to research methodology, measurement and psychometrics, and statistics. Her primary research interests include the exploration of methodological issues in the field of educational measurement, with emphases on methods related to rater-mediated assessments, rating scales, latent trait models (i.e., Rasch models and item response theory models), and nonparametric item response theory, as well as applications of these methods to substantive areas related to education. Her collaborative research activities also include a variety of scale development and validation projects, including scales to measure constructs related to affective variables (e.g., empathy, perceptions of instructional quality, perceptions of power dynamics), student achievement in a variety of domains (e.g., science, mathematics, writing), among others.

Wind strives to integrate her scholarly identity into her teaching and mentoring. Her pedagogical style is centered on guiding students as they develop scholarly practices and habits of mind, including critical perspectives through which to consider, apply, and communicate quantitative methodologies. Her teaching emphasizes hands-on data analysis, metacognitive reflections, differentiated project-based assignments targeted to students with diverse backgrounds and skill levels, and an overarching commitment to cultivating a sense of community and belongingness in her classroom.