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Mr. Jonathan Steinberg
Educational Testing Service, Princeton, Florida, USA
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Academic Career Length
32Years (1995-Present)
(Calculated once Scilit publication data is synced: current year − year of first publication + 1)
Representative Publications
View All Publications25 May 2014 in Educational Psychology Review
Journal Article
TOTenaha O’rEilly
Tenaha O’rEillyJWJonathan Weeks
Jonathan WeeksJSJohn Sabatini
John SabatiniLHLaura Halderman
Laura HaldermanJSJonathan Steinberg
Jonathan Steinberg16 September 2023 in Computers & Education
Journal Article
JAJessica Andrews-Todd
Jessica Andrews-ToddYJYang Jiang
Yang JiangJSJonathan Steinberg
Jonathan SteinbergSPSamuel L. Pugh
Samuel L. PughSDSidney K. D'MEllo
Sidney K. D'MEllo
Journal Article
JAJessica Andrews-Todd
Jessica Andrews-ToddJSJonathan Steinberg
Jonathan SteinbergMFMichael M Flor
Michael M FlorCFCarolyn M. Forsyth
Carolyn M. ForsythCompetency in skills associated with collaborative problem solving (CPS) is critical for many contexts, including school, the workplace, and the military. Innovative approaches for assessing individuals’ CPS competency are necessary, as traditional assessment types such as multiple -choice items are not well suited for such a process-oriented competency. In a move to computer-based environments to support CPS assessment, innovative computational approaches are also needed to understand individuals’ CPS behaviors. In the current study, we describe the use of a simulation-based task on electronics concepts as an environment for higher education students to display evidence of their CPS competency. We further describe computational linguistic methods for automatically characterizing students’ display of various CPS skills in the task. Comparisons between such an automated approach and an approach based on human annotation to characterize student CPS behaviors revealed above average agreement. These results give credence to the potential for automated approaches to help advance the assessment of CPS and to circumvent the time-intensive human annotation approaches that are typically used in these contexts.
20 November 2014 in ETS Research Report Series
Journal Article
JSJonathan Steinberg
Jonathan SteinbergMBMeghan Brenneman
Meghan Brenneman
KCKaren Castellano
Karen Castellano
PLPeng Lin
Peng Lin
SMSusanne Miller
Susanne Miller
Test providers are increasingly moving toward exclusively administering assessments by computer. Computerized testing is becoming more desirable for test takers because of increased opportunities to test, faster turnaround of individual scores, or perhaps other factors, offering potential benefits for those who may be struggling to pass licensure examinations. This report extends previous research examining 4 years of paper‐based Praxis I® test data to its corresponding computerized environment with these goals: (a) determine the extent to which achievement gaps exist on computer‐based (CB) Praxis I tests, (b) examine which test‐taker characteristics are most associated with mode, and (c) elicit opinions from previous Praxis I test takers to understand reasons why a particular testing mode was chosen. The results contribute to the literature about Praxis® examinations and reinforce the need to understand their dynamics in the context of evaluating performance and participation gaps by demographic characteristics.
2 December 2020 in ETS Research Report Series
Journal Article
JSJonathan Steinberg
Jonathan SteinbergJAJessica Andrews‐Todd
Jessica Andrews‐Todd
CFCarolyn Forsyth
Carolyn Forsyth
JCJohn Chamberlain
John Chamberlain
PHPaul Horwitz
Paul Horwitz
LMLaura McCulla
Laura McCulla
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About Me
Jonathan Steinberg joined ETS in 2005 and serves as a Manager of Data Analysis and Computational Research in the Foundational Psychometric and Statistical Research department within the Research and Development Division. He earned his B.A. in Statistics from the University of Rochester in 1999 and his M.A. in Statistics from Columbia University in 2003. His work at ETS has been quite diversified. He contributes to teacher licensure research initiatives, mostly regarding The Praxis Series® and validation of new reading assessments developed through grants provided by the Institute for Education Sciences (IES). Since 2017, he has had support in grant work, first through the National Science Foundation (NSF), and more recently with IES related to assessments of collaborative problem solving. He has presented and contributed to many different articles, educational research, and technical conference presentations; serves as manager of an internal research project data repository; and coordinates the process for data requests made to ETS by external researchers. He is active in the Northeastern and American Educational Research Associations. His additional interests include segmentation techniques, career interest assessment, and mentoring.