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Sarah M. Bonner

Associate Professor of Educational Psychology
212 772-5049
1110 West


Ph.D. in Educational Psychology, University of Arizona, 2005


EDPS 701 Statistics and Statistical Computing in Education I

EDPS 702 Educational Research Methods

EDPS 721 Statistics and Statistical Computing in Education II

EDPS 723 Educational Program Evaluation

EDPS 722 Educational Tests and Measurement

CEDF 716 Assessment of Teaching and Learning

SEDF 206 Assessment of the Teaching and Learning Process in Grades 7-12

SEDF 706 Assessment of Adolescent Education


Sarah Bonner’s main area of research is the study of cognitive processes that underlie academic test performance and their relation to validity of test score interpretation. She also studies the relationships among theory, perception, and practice in classroom assessment. Related to her work with the MSPinNYC2 project, she is currently engaged in studying development of academic identity and achievement among high school students who participate in an intensive peer instructional leadership experience.


Bonner, S. M. (2013). Mathematics strategy use in solving test items in varied formats, Journal of Experimental Education, 81(3), 409-428.

Bonner, S. M., (2013). Validity in classroom assessment: Purposes, properties, and principles. In Sage Handbook of Research on Classroom Assessment (ed., J. H. McMillan, pp. 87-106). Sage Publications: Thousand Oaks, CA.

Bonner, S. M., & D’Agostino, J. (2012). A substantive process analysis of responses to items from the Multistate Bar Examination, Applied Measurement in Education, 25(1), 1-26.

Bonner, S. M. (2009). Teacher interpretation and use of practice tests for formative purposes, Journal of MultiDisciplinary Evaluation, 6 (12), 125-136.

Bonner, S. M., & Chen, P. (2009). Teacher candidates’ perceptions about grading and constructivist teaching. Educational Assessment, 14 (2), 57-77.


2011-2017 Co-Principal Investigator, “MSPinNYC2—A New Partnership to Transform Urban Secondary School Mathematics and Science Experiences”, National Science Foundation Math and Science Partnership Grant, $12,179,373. Role: Head of Research, Head of computer science expansion. Principal Investigator: P. Mills.

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