Faculty Directory
Nathaniel Brown
Associate Research Professor
Nathaniel Brown
Ph.D.
Contact
Telephone: 617-552-0708
Email: nathaniel.js.brown@bc.edu
ORCID
Education
- Ph.D., University of California, Berkeley
- M.Sc., Cambridge University
- B.S., Harvey Mudd College
Courses
Classroom Assessment
Introductory Statistics
Intermediate Statistics
Research Interests
Classroom assessment with a focus on formative feedback, assessment for learning, and alternative grading practices; large-scale assessment; learning progressions; conceptual change
Expertise
- Design of Learning Experiences and Technologies
- STEM Teaching and Learning
- Research Methods, Evaluation & Psychometrics
Department
Publications
- Dray, A. J., Brown, N. J. S., Diakow, R., Lee, Y., & Wilson, M. R. (2019). A construct modeling approach to the assessment of reading comprehension for adolescent readers. Reading Psychology, 40, 191-241. https://doi.org/10.1080/02702711.2019.1614125聽
- Brown, N. J. S., Maderer, S. S., & Wood, J. (2016). Assessing physical and earth and space science in the context of the NRC Framework for K-12 Science Education and the Next Generation Science Standards. In H. Braun (Ed.), Meeting the challenges to measurement in an era of accountability (pp. 349-386). New York, NY: Routledge. https://doi.org/10.4324/9780203781302-14聽
- Brown, N. J. S., Danish, J. A., Levin, M., & diSessa, A. A. (2016). Competence reconceived: The shared enterprise of Knowledge Analysis and Interaction Analysis. In A. A. diSessa, M. Levin, & N. J. S. Brown (Eds.), Knowledge and interaction: A synthetic agenda for the learning sciences (pp. 11-29). New York, NY: Routledge. https://doi.org/10.4324/9781315757360聽
- DeLiema, D., Lee, V. R., Danish, J. A., Enyedy, N., & Brown, N. J. S. (2016). A microlatitudinal/ microlongitudinal analysis of speech, gesture, and representation use in a student鈥檚 repeated scientific explanations of phase change. In A. A. diSessa, M. Levin, & N. J. S. Brown (Eds.), Knowledge and interaction: A synthetic agenda for the learning sciences (pp. 133-159). New York, NY: Routledge. https://doi.org/10.4324/9781315757360聽
- Brown, N. J. S. (2016). Feedback-relevant places: Interpreting shifts in explanatory narratives. In A. A. diSessa, M. Levin, & N. J. S. Brown (Eds.), Knowledge and interaction: A synthetic agenda for the learning sciences (pp. 403-425). New York, NY: Routledge. https://doi.org/10.4324/9781315757360聽
- Brown, N. J. S., Dai, S., & Svetina, D. (2016). Analyzing NAEP data at the item level. In P. Kloosterman, D. Mohr, & C. Walcott (Eds.), What mathematics do students know and how is that knowledge changing? Evidence from the National Assessment of Educational Progress (pp. 33-44). Charlotte, NC: Information Age.聽
- Brown, N. J. S., Svetina, D., & Dai, S. (2016). Analyzing NAEP data at the construct level. In P. Kloosterman, D. Mohr, & C. Walcott (Eds.), What mathematics do students know and how is that knowledge changing? Evidence from the National Assessment of Educational Progress (pp. 315-334). Charlotte, NC: Information Age.聽
- Brown, N. J. S., Afflerbach, P. P., & Croninger, R. G. (2014). Assessment of critical-analytic thinking. Educational Psychology Review, 26, 543-560. https://doi.org/10.1007/s10648-014-9280-4聽
- Brown, N. J. S., & Wilson, M. (2011). A model of cognition: The missing cornerstone in assessment. Educational Psychology Review, 23, 221-234. https://doi.org/10.1007/s10648-011-9161-z聽
- Brown, N. J. S., Duckor, B., Draney, K., & Wilson, M. (Eds.). (2011). Advances in Rasch measurement (Vol. 2). Maple Grove, MN: JAM Press.