Rate My Professor Michael Rodriguez

Rodriguez's research focuses on psychometric properties of tests, including item format effects, measurement accessibility for students with disabilities and English language learners, and assessment of social and emotional readiness and wellbeing. As founding director of the Minnesota Youth Development Research Group, he examines socio-cultural contexts of youth development and education outcomes. His influential publications include "A Review of Multiple-Choice Item-Writing Guidelines for Classroom Assessment" (2002, with T.M. Haladyna and S.M. Downing), "Three Options Are Optimal for Multiple-Choice Items: A Meta-Analysis of 80 Years of Research" (2005), "Developing and Validating Test Items" (2013, with T.M. Haladyna), "The College Instructor’s Guide to Writing Test Items: Measuring Student Learning" (2017, with A.D. Albano), and "Standards for Social and Emotional Learning Assessment" (2022). Rodriguez has received awards including the 2022 All My Relations Equity in Action Award from the MN Education Equity Partnership, 2019 C. Eugene Allen Award for Innovative International Initiatives from the University of Minnesota, 2009 Award for Outstanding Contributions to Postbaccalaureate, Graduate, and Professional Education from the University of Minnesota, 2008 Robert H. Beck Faculty Teaching Award from the CEHD Alumni Society, and 2005 Albert J. Harris Research Award from the International Reading Association. A member of the University of Minnesota Academy of Distinguished Teachers, he chairs the Technical Advisory Group of the National Board of Professional Teaching Standards, serves on technical advisory committees for the Minnesota Department of Education, New York State Education Department, National Assessment of Educational Progress, and Association of American Medical Colleges, and acts as the AERA representative on the Management Committee for the revision of the Standards for Educational and Psychological Testing.