Aarti P. Bellara
Research Methods, Measurement, & Evaluation (RMME) Program
Department of Educational Psychology
Ph.D., University of South Florida, Area: Educational Measurement and Research
M.A., Sacred Heart University, Area: Curriculum and Instruction
B.A., University of Connecticut, Area: Political Science and Communication Science
Areas of Expertise:
Assessment in Higher Education
Classroom Assessment Literacy
Propensity Score Methods
Assessment in Evaluation
Aarti Bellara is an Assistant Professor of Research Methods, Measurement, & Evaluation at the University of Connecticut. Dr. Bellara specializes in assessment and measurement theory, assessment literacy, psychometrics, and propensity score modeling. Her research is multidisciplinary and focuses on examining the application of theory to practice. Her scholarship has appeared in various national and international journals including, Multivariate Behavior Research, Journal of Teacher Education, Journal of Multidisciplinary Evaluation, & Journal of Educational and Behavioral Statistics. In addition, she has presented her work at over 70 conferences and currently serves as an assessment advisor to the OSEP-funded National Center on Intensive Interventions. Dr. Bellara currently serves as a Co-Principal Investigator on the USDOE federally funded research grant, Thinking Like Mathematicians: Challenging All Grade 3 Students. Prior to becoming university faculty, she was an elementary classroom teacher in Connecticut.
Co-Principal Investigator, Thinking Like Mathematicians: Challenging All Grade 3 Students Funding Source: USDOE ($2,500,000) PI: E. Jean Gubbins
Bellara, A.P. (2018). Modified Angoff Standard Setting. In Bruce Frey (Ed.) Sage Encyclopedia of Educational Research, Measurement and Evaluation. (pp. 1082-1083). Thousand Oaks: Sage Publishing.
Montrosse-Moorhead, B., Bellara, A.P., & Gambino, A.J. (2017) Communicating about Evaluation: A conceptual model and case example. Journal of Multidisciplinary Evaluation, 13, 16-30.
Rodriguez de Gil, P. Bellara, A. P., Lanehart, R. E., Lee, R. S., Kim, E. S., & Kromrey, J. D. (2015). How do propensity score methods measure up in the presence of measurement error: A Monte Carlo Study. Multivariate Behavioral Research, 50, (5), 520-532.
Bellara, A.P., & Hibbard, S.T. (2015). Using Collaboration to Reframe Evaluation of an After School Program. In L. Rodriguez-Campos (Ed.). Collaborative Evaluation in Practice: Insights from Business, Nonprofit, and Education. (pp. 139-148). Information Age Publishing.
Agosto,V., Karanxha, Z., & Bellara, A.P. (2014). Battling Inertia in Educational Leadership: CRT Praxis for Race Conscious Dialogue. Race Ethnicity and Education doi:10.1080/13613324.2014.885420
Karanxha, Z., Agosto, V., & Bellara, A.P. (2014). The hidden curriculum: Candidate diversity in educational leadership preparation. Journal of Research on Leadership Education, 9(1), 34-58.
DeLuca, C., & Bellara, A.P. (2013). The current state of assessment education: Aligning policy, standards, and teacher education curriculum. Journal of Teacher Education, 64(4), 356-372.
Bellara, A.P., & Hibbard, S.T. (2011). Assessing learner needs through formative evaluations in a prescriptive course: Self-Reflection of teaching practices through student input. International Journal of Learning, 17(7), 359-368.
Associate Editor: Educational Administration Quarterly
Faculty Advisor: Hindu Students Council, University of Connecticut
American Educational Research Association
Northeast Educational Research Association
National Council on Measurement in Education
Association of Assessment and Learning in Higher Education
New England Educational Assessment Network
|Phone||860 486 4699|
|Office Location||Gentry 335|
|Courses||EPSY 4010 Assessment of LearningEPSY 5602 Educational Tests and Measures EPSY 5621 Construction of Evaluation Instruments EPSY 6194 Mixed Methods in Educational Research|