Stefanie Wind

SELECTED PUBLICATIONS

1. Wind, S. A. (2022). Evaluating rating scale functioning for survey research. Quantitative Applications in the Social Sciences Series. Sage.
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2. Wind, S. A., Jones, E., & Wesolowski, B. (2026). Group anchoring in rater-mediated assessments with sparse designs and rater effects. Journal of Educational Measurement. Online First. https://doi.org/10.1111/jedm.70053
3. Wind, S. A., Hooper, A., & Hallam, R. (2025). Detecting rater effects with small examinee sample sizes: Examining the impacts of rating design and item sample size on rater effect indicators. Applied Measurement in Education. 38(2), 118–137. https://doi.org/10.1080/08957347.2025.2573290 
4. Wind, S. A. & Dünya, B. A. (2024). Identifying careless responses in computer-adaptive affective surveys using person fit analysis. Applied Measurement in Education, 37(4), 391–411. https://doi.org/10.1080/08957347.2024.2434024
5. Wind, S. A. (2024). Total, between-, and within-item attribute person fit analysis using Mokken scaling techniques: An exploratory nonparametric approach to person fit. Journal of Experimental Education, 1–22. https://doi.org/10.1080/00220973.2024.2395501
6. Ackerman, T., Bandalos, D., Briggs, D., Everson, H., Ho, A., Lottridge, S., Madison, M., Sinharay, S., Rodriguez, M., Russel, M., Von Davier, A., & Wind, S. A. [Authors listed alphabetically]. (2024). Foundational competencies in educational measurement. Educational Measurement: Issues and Practice, 43(3), 7-17. https://doi.org/10.1111/emip.12581
7. 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
8. Wind, S. A. (2022). Using nonparametric item response theory to identify problematic item characteristics that occur in limited ranges of the latent variable with small samples. Educational and Psychological Measurement, 82(4), 747-756. https://doi.org/10.1177/00131644211045347 
9. 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
10. Wind, S. A. (2020). Exploring the impact of rater effects on person fit in rater-mediated assessments. Educational Measurement: Issues and Practice, 39(4), 76-94. https://doi.org/10.1111/emip.12354

PROFESSIONAL ACTIVITIES

• National Council on Measurement in Education, Member
• American Educational Research Association, Member

TEACHING PHILOSOPHY

Dr. Wind’s 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.

Advising and mentoring post-doctoral scholars and graduate students is a central part of her scholarly practice that is also directly connected to her research and service. In addition to her own advisees, she serves on dissertation and master’s thesis committees for additional students across the University. She works directly with each of these students to support them as they develop their own programs of research with which to make meaningful contributions to their fields of study.

BIOGRAPHY

Stefanie A. Wind is a 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.

Dr. Wind has published her research in methodological journals in the field of educational measurement (e.g., Journal of Educational Measurement, Educational Measurement: Issues and Practice, Educational and Psychological Measurement) as well as applied journals (e.g., Language Testing, Assessing Writing, Science Education, Studies in Educational Evaluation). She has authored five books related to measurement theory. She has received awards for her research, including the Alicia Cascallar early career scholar award from the National Council on Measurement in Education, the Exemplary Paper Award from the Classroom Observation SIG of AERA (2017), and the Georg William Rasch Early Career Scholar award from the Rasch SIG of AERA (2015).