Feifei Ye

Feifei Ye
School of Education
University of Pittsburgh
5924 Wesley W. Posvar Hall
Pittsburgh, PA 15260
PHONE: 412-624-7233
EMAIL: feifeiye@pitt.edu

Full Time Faculty - Assistant Professor

My research interests include methods and applications of multilevel and structural equation models for the study of change; development, implementation and evaluation of diagnostic assessment models capable of supporting complex constructed response tasks; Bayesian methods and their application in diagnostic assessment; applications of Item Response Theory for solving practical measurement problems in classroom-based and large scale assessment systems.

School Affiliations

Department: Psychology in Education - Assistant Professor
Program: Research Methodology - Full-time Faculty

Education

PhD, Quantitative Research, Evaluation and Measurement in Education, Ohio State University,

Recent Course Instruction

Fall 2008 (2091)

Summer 2008 (2087)

Spring 2008 (2084)

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Recent Presentations

Scholl, L. H. & Ye, F. (2008). The impact of inappropriate modeling of cross-classified data structures on random-slope models. Paper to present at the annual meeting of Psychometric Society, Durham, NH, June.
Ye, F., & You, W. (2008). Comparing Multilevel IRT model and Multilevel SEM in Estimating the Effect of Multilevel Covariates on a Latent Trait Measured by Dichotomous Items. Paper to present at the annual meeting of Psychometric Society, Durham, NH, June
Kannan, P., & Ye, F. (2008). Item parameter recovery for a Multidimensional Graded Response Model using different estimation methods. Poster presented at the annual meeting of National Council on Measurement in Education, New York, March.
Ye, F., & You, W. (2008). Applying Multidimensional Partial Credit Model in a Longitudinal Design of Diagnostic Assessment. Paper presented at the annual meeting of American Educational Research Association, New York, March.
Zhu, X., & Ye, F. (2008). Exploratory Factor Analysis of Ordinal Variables: An Empirical Comparison of Three Approaches. Paper presented at the annual meeting of American Educational Research Association, New York, March.