Senior Researcher, SRI Education
Daisy Wise Rutstein, PhD, specializes in applying an evidence-centered design (ECD) process to the design, development and implementation of assessments. She works through the different stages of the development process, starting with the initial conception of the assessment through the development of items, the creation of a complete assessment, and the validation of the assessment.
Most recently, Rutstein has focused on the development of assessments in computer science with a focus on computational thinking, development of NGSS-aligned assessments, and the development of mathematics assessments. She has developed students assessments spanning pre-k to high school as well as assessments for adults. Her work has included designing assessments for a range of purposes including formative purposes as well as large-scale standardized assessments.
Before joining SRI, Rutstein received her doctorate in measurement, statistics, and evaluation from the University of Maryland. She also holds an MA in mathematics and a BA in mathematics and computer science from University of California, Santa Cruz.
- Principled Assessment of Computational Thinking (PACT)
- Formative Assessments for Computer Science in NYC
- Strengthening Claims-based Interpretations and Uses of Local and Large-scale Science Assessment Scores (SCILLSS)
- Efficacy Study of a First Grade Integrated Science and Literacy Curriculum (ISLC)
- Rutstein, D. W., DiSalvo, B., Basu, S., Xu, Y., & Roschelle, J. (2019). Game-based Assessment of Data and Analysis for Middle School Students [Paper presentation]. Annual meeting of the American Educational Research Association, Toronto, Canada.
- Rutstein, D. W., Kim, H., & Knudsen, J. (2019). Using Evidence-centered Design to Develop Assessments of Mathematical Knowledge of Teachers for Mathematical Argumentation [Paper presentation]. Annual meeting of the American Educational Research Association, Toronto, Canada.
- Mislevy, R. J., Haertel, G., Riconscente, M., Rutstein, D. W., & Ziker, C. (2017). Assessing Model-based Reasoning Using Evidence-centered Design: A Suite of Research-based Design Patterns.
- Rutstein, D. W., Haertel. G., & Vendlinski, T. (2014). Leveraging Multiple Perspectives to Develop Technology-enhanced, Scenario-based Assessments [Paper presentation]. Annual meeting of the National Council on Measurement in Education, Philadelphia, PA, United States.
- Mislevy, R. J., Behrens, J. T., Bennett, R. E., Demark, S. F., Frezzo, D. C., Levy, R., Robinson, D. H., Rutstein, D. W., Shute, V. J., Stanley, K., & Winters, F. I. (2010). On the Roles of External Knowledge Representations in Assessment Design. Journal of Technology, Learning, and Assessment, 8(2)
Recent publicationsmore +
Reimagining Instructional Coaching: Developing Observation Tools to Support Instructional Coaching in Pre-K Classrooms
Instructional coaching can improve teaching quality in early learning classrooms. SRI Education, in collaboration with Substantial and the Bill and Melinda Gates Foundation, created a Target Product Profile detailing the ideal features of observation tools to support instructional coaching.
The rapid expansion of computer science (CS) instruction in primary and secondary education has highlighted the shortage of teachers qualified to teach the subject.
Practice Guide: Applying a Principled Approach to Develop and Use K–12 Computer Science Formative Assessments
In this practice guide, we show how to apply the five-step process outlined in the corresponding white paper to systematically develop or select formative assessment tasks and use them to inform instruction.
In this paper, we discuss the development of and results from a validated CT Practices assessment for 4th-6th grade students.
This article describes how ECD was used to develop CT assessments for primary students in Hong Kong and secondary students in the United States.
Getting Ready to Learn describes how educational media have and are continuing to play a role in meeting the learning needs of children, parents, and teachers.