I earned my Ph.D. in Educational Psychology with a Specialization in Measurement, Statistics, and Methodological Studies at Arizona State University. My research interests broadly include:
- educational and psychological measurement
- (multidimensional) item response theory
- dimensionality assessment
- differential item functioning and measurement invariance
- psychometric modeling, including Bayesian and cognitive diagnostic models
I teach courses in Intermediate Statistics Applied to Education (both face-to-face and online), Educational Assessment and Psychological Measurement, Psychometric Theory, and Advanced Measurement.
In addition to my research on the topics above, I mentor graduate students in related topics related within the field of measurement, such as cognitive diagnostic modeling, longitudinal measurement invariance, dimensionality assessment, and item response theory. Example advisee project topics/titles include When do subscores add value?; Investigation and treatment of missing data in application of cognitive diagnostic models; Examining the Robustness of the Latent Growth Curve Model to Violations of Longitudinal Measurement Equivalence, and Examining Cognitive Diagnostic Modeling in Small Sample Contexts to name a few.
I also lead a weekly research group open to students with methodological research interests in which I mentor graduate students of all stages. Sample collaborative projects emerging from this research group include published papers (e.g., “Examining DIF in the context of CDMs when the Q-matrix is Misspecified”; “Recovery of parameters in multidimensional item response theory models under complexity and nonormality”) and numerous national conference presentations.
Note: I am currently accepting doctoral students in Inquiry Methodology, quantitative track. Students with research interests that align with mine are encouraged to apply, including students whose research interests fit broadly under the umbrella of the topics above.
Selected Recent Peer-Reviewed Publications:
†= Work with Students
- Dai, S., Svetina, D., & Chen, C. (2018). Investigation of missing responses in Q-Matrix validation. Advanced online publication. Applied Psychological Measurement. doi: 10.1177/0146621618762742
- †Svetina, D., Feng, Y., Paulsen, J., Valdivia, M., Valdivia, A., & Dai, S. (2018). Examining DIF in the context of CDMs when the Q-matrix is Misspecified. Frontiers in Psychology. Advance online publication. doi: 10.3389/fpsyg.2018.00696
- †Wang, X., Svetina, D., & Dai, S. (2018). Exploration of factors affecting the necessity of reporting test subscores. Journal of Experimental Education. doi:10.1080/00220973.2017.1409182
- Svetina, D., & Rutkowski, L. (2017). Multidimensional measurement invariance in an international context: Fit measure performance with many groups. Journal of Cross-Cultural Psychology, 48 (7), 991-1008. doi: 10.1177/0022022117717028
- †Svetina, D., Dai, S., & Wang, X. (2017). Use of cognitive diagnostic model to study differential item functioning in accommodations. Behaviorometrika, 44(2), 313-349. doi: 10.1007/s41237-017-0021-0
- †Svetina, D., Valdivia, A., Underhill, S., Dai, S., & Wang, X. (2017). Recovery of parameters in multidimensional item response theory models under complexity and nonormality. Applied Psychological Measurement. Advance online publication. doi: 10.1177/0146621617707507
- †Dai, S., Svetina, D., & Wang, X. (2017). Subscore reporting in R. Journal of Educational and Behavioral Statistics. Advance online publication. doi: 10.3102/1076998617716462