Maria Araceli Ruiz-Primo

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field--name-field-profile-photo field--type-image field--label-hidden field__item"> <img loading="lazy" src="/sites/default/files/styles/square_crop/public/faculty/0db95f77e9f8c2d464c71ab8b8814ed5.jpg?itok=c3RBpNSZ" width="350" height="350" alt="Maria Ruiz-Primo" class="image-style-square-crop" /> </div> </div> <div class="ms-3 me-3"> <h1 class="page-title">Maria Ruiz-Primo</h1> <div class="content-job-titles mb-3"> <div class="field field--name-field-job-titles field--type-string field--label-hidden field__items"> <div class="field__item">Associate Professor</div> </div> </div> <div class="mb-3"> <div class="field field--name-field-personal-email field--type-email field--label-hidden field__item"><a href="mailto:aruiz@stanford.edu">aruiz@stanford.edu</a></div> </div> <div class="content-websites mb-3"></div> <div class="mb-3"> Assistant: Meg Hardin </div> <div>Office: Littlefield 382</div> </div> </div> <div class="content-main ms-3 me-3 mt-4 mb-5"> <h2>Biography</h2> <div class="mb-4"> <div class="clearfix text-formatted field field--name-body field--type-text-with-summary field--label-hidden field__item">Maria Araceli Ruiz-Primo is an Associate Professor at the Graduate School of Education, Stanford University. Her work, funded mainly by the National Science Foundation and the Institute of Education Sciences, examines assessment practices and the assessment of student learning both in the classroom and in large-scale assessment programs. Her publications address the development and evaluation of multiple learning assessment strategies, including concept maps and students’ science notebooks, and the study of teachers’ informal and formal formative assessment practices, such as the use of assessment conversations and embedded assessments. She also has conducted research on the development and evaluation of assessments that are instructionally sensitive and instruments intended to measure teachers’ formative assessment practices. Recently she has worked on the analysis of state testing programs. She was co-editor of a special issue on assessment in the Journal of Research in Science Teaching and a special issue on classroom assessment in the Journal of Educational Measurement. She has published in Science, Educational Measurement: Issues and Practices, the Journal of Research in Science Teaching, and other major technical educational research journals.</div> </div> <h2>Other titles</h2> <div class="mb-4"> <div class="clearfix text-formatted field field--name-field-cap-affiliations field--type-text field--label-hidden field__items"> <div class="field__item">Associate Professor, <a href="http://ed.stanford.edu/"> Graduate School of Education</a></div> </div> </div> <h2>Program affiliations</h2> <div class="mb-3"> <div class="field field--name-field-program-affiliations field--type-list-string field--label-hidden field__items"> <div class="field__item">DAPS</div> <div class="field__item">(MS) EDS</div> </div> </div> <div class="mb-4"><a class="arrow-link-right" href="/academics/overview">See GSE programs</a></div> <h2>Research interests</h2> <div class="mb-3"> Achievement | Assessment, Testing and Measurement | Psychology | Research Methods | Teachers and Teaching </div> <div class="mb-4"><a href="/faculty/research-interests" class="arrow-link-right">See a full list of GSE Faculty research interests</a></div> <h2>Recent publications</h2> <div class="mb-4"> <div class="clearfix text-formatted field field--name-field-cap-recent-publications field--type-text-long field--label-hidden field__items"> <div class="field__item">Wilson, M., Ruiz-Primo, M. A., & Paek, P. (2020). Introduction to the Special Issue on Classroom Assessment (vol 56, pg 667, 2019). <i>JOURNAL OF EDUCATIONAL MEASUREMENT</i>.</div> <div class="field__item">Wilson, M., Ruiz-Primo, M. A., & Paek, P. (2019). Introduction to the Special Issue on Classroom Assessment. <i>JOURNAL OF EDUCATIONAL MEASUREMENT</i>, <i>56</i>(4), 667–69.</div> <div class="field__item">Furtak, E. M., Ruiz-Primo, M. A., & Bakeman, R. (2017). Exploring the Utility of Sequential Analysis in Studying Informal Formative Assessment Practices. <i>EDUCATIONAL MEASUREMENT-ISSUES AND PRACTICE</i>, <i>36</i>(1), 28–38.</div> </div> </div> <div class="mb-4"><a class="btn btn--primary btn--lg" href="https://profiles.stanford.edu/maria-ruiz-primo">View full profile on Stanford Profiles</a></div> </div> </div> </div> </article> </div> <div class="region region-content-bottom"> <div class="views-element-container white-bg block block-views block-views-blocknews-block-10" id="block-gse-views-block-news-block-10"> <h2>Maria Araceli Ruiz-Primo in the News & Media</h2> <div region="content_bottom" class="col-auto align-self-end"><div class="view-helper-three-col hide-news-cat view view-news view-id-news view-display-id-block_10 js-view-dom-id-fa39b42cfb07054c544da6c904fb6f342e0bd6bf89d0df913c02e2627a23a734"> <div class="view-content"> <div class="card-hover-shadow gray-bb-1"> <article data-history-node-id="13864" class="node node--type-news 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