Lloyd Bond
I have far-ranging theoretical and applied interests in educational and psychological measurement, a discipline known as psychometrics. One enduring interest centers on the extent to which cognitive and psychological measures are equally valid for linguistic and cultural subgroups in our society. A timed test that purports to measure reading comprehension, for example, may in fact reflect reading speed along with the intended ability. If speed of reading varies across sub-populations of examinees, then the test might be considered inappropriate or "biased" for the slower reading group. I have also conducted research on technical problems in the measurement of change and growth, and on the extent to which tests that purport to measure "aptitude" for success in higher education are "coachable."
A recent trend in applied measurement is the development and use of "authentic" or "performance" measures, that is, measures that more nearly assess the actual abilities and skills as these are used in school and work. A major challenge to the measurement community is the development of performance measures that meet professional standards of reliability and validity. One of my colleagues, Richard Jaeger, and I are currently involved in a major research project to investigate the many technical issues involved in the construction, validation, and scoring of performance measures of teaching ability.
Dr. Lloyd Bond, Professor (Ph.D., Johns Hopkins, 1976) joined the UNCG faculty in 1988, following 12 years at the University of Pittsburgh. He has been an associate editor and member of the editorial boards of many of the leading journals in Education and Psychology. A Fellow of the American Psychological Association, Dr. Bond has served widely on scientific committees of the National Academy of Science, the American Psychological Association, and the American Educational Research Association.
Selected Publications
Bond, L., & Harman, A. (In press) Test-taking strategies: the effects of coaching and practice on measures of intelligence. In R. Sternberg (Ed.), Encyclopedia of Human Intelligence.
Bond, L. (1993). Making innovative assessments fair and valid. What can we learn from performance assessment for the profession: Proceedings of the 1993 ETS Invitational Conference. Princeton, NJ: Educational Testing Service.
Bond, L. (1993). Comments on "Item and test characteristics that are associated with differential item functioning" by O'Neil and McPeek, in P. W. Holland and H. Wainer (Eds.) Differential Item Functioning (p. 277-280). Hillsdale, NJ: Lawrence Erlbaum.
Bond, L. (1990). Understanding the black/white student gap on measures of quantitative reasoning. In P. Serafica, A. I. Schwebel, P. D. Isaac, R. K. Russell, & L. B. Meyers (Eds.), Mental Health in Ethnic Minorities. New York: Prager Publishers.
Bond, L. (1989). The effects of special preparation on measures of scholastic ability. In R. Linn (Ed.), Educational Measurement. 3rd ed. New York: American Council on Education/Macmillan.