Dorinda Gallant

Dr. Dorinda J. Gallant is an associate professor in the quantitative research, evaluation and measurement program in the Department of Educational Studies. She taught middle and high school mathematics in the public school system of South Carolina prior to earning a Ph.D. in Educational Psychology and Research (Research Track) from the University of South Carolina. Dr. Gallant’s primary research interest is applied measurement with a focus on issues of validity, classroom and high-stakes assessment/testing, and student achievement. Her single- and co-authored published articles appear in journals such as International Electronic Journal of Elementary Education, Assessment and Evaluation in Higher Education, Early Childhood Research Quarterly, and Applied Measurement in Education.

• PhD, Educational Psychology and Research (Research Track), University of South Carolina
• MEd, Secondary Education Mathematics
• BA, Mathematics

• 2005 – 2011: Assistant Professor; Quantitative Research, Evaluation and Measurement; The Ohio State University
• 2011 – Present: Associate Professor; Quantitative Research, Evaluation and Measurement; The Ohio State University

• Co-recipient of the American Educational Research Association Division D award for Significant Contribution to Educational Measurement and Research Methodology, 2006
• Participant, American Institute on Statistical Analysis for Education Policy on Mathematics Education and Equity, May 20-23, 2013

• Gallant, D.J., Warnick, B., & Cilesiz, S. Student success at Metro high school, a grant funded by the College of Education and Human Ecology, The Ohio State University, $24,242 [Funded: 1/28/ 2011 – 6/30/2012, Co-Principal Investigator]
• Moore, J.L., III, & Gallant, D.J. A closing the achievement gap program, a program evaluation contract funded by the Ohio Department of Job & Family Services, $403,577 [Funded: 4/3/2008 – 6/30/2009, Co-Principal Investigator]

• Gallant, D.J. (2013). Using first-grade teacher ratings to predict third-grade English Language Arts and mathematics achievement on a high-stakes assessment. International Electronic Journal of Elementary Education, 5(2), 125-142.
• Bryan, D. & Gallant, D.J. (2012). Some things are better left unsaid: African American male high school students’ perceptions of school counseling services. Journal of African American Males in Education, 3(1), 47-56.
• Zhao, J., & Gallant, D.J. (2012). Student evaluation of instruction in higher education: exploring issues of validity and reliability. Assessment & Evaluation in Higher Education, 37, 227-235. doi:10.1080/02602938.2010.523819
• Gallant, D.J., & Zhao, J. (2011). High school students’ perceptions of school counseling services: Awareness, use, and satisfaction. Counseling Outcome Research and Evaluation, 2, 87-100. doi: 10.1177/2150137811402671
• Stephens, D., Morgan, D. N., DeFord, D., Donnelly, A., Hamil, E., Crowder, K., with Brink, D., Johnson, R., Seaman, M., Young, J., Gallant, D., Hao, S., & Leigh, S. R. (2011).  The impact of literacy coaches on teachers' beliefs and practices. Journal of Literacy Research, 43,215-249. doi: 10.1177/1086296X11413716
• Moore, J.L., III, Sanders, K., Bryan, D., Gallant, D.J., & Owens, D. (2009). African American male students’ perceptions of the availability and use of high school counseling services. The National Journal of Urban Education & Practice, 3, 13-23.
• Gallant, D.J.(2009). Predictive validity evidence for an assessment program based on the Work Sampling System in mathematics and language and literacy. Early Childhood Research Quarterly, 24, 133-141.
• Gallant, D.J., & Moore, J.L., III. (2008). Ethnic-based equity in teacher judgment of student achievement on a language and literacy curriculum-embedded performance assessment for children in grade 1. Educational Foundations, 22, 63-77.
• Gallant, D.J., & Moore, J.L., III. (2008). Assessing ethnicity equity for first-grade male students on a curriculum-embedded performance assessment. Urban Education, 43, 172-188.
• Huynh, H., Barton, K.E., Meyer, J.P., Porchea, S., & Gallant, D. (2005). Consistency and predictive nature of vertically moderated standards for South Carolina’s 1999 Palmetto Achievement Challenge Tests of language arts and mathematics. Applied Measurement in Education, 18, 115-128.

• Gugiu, P.C., & Gallant, D.J. (2013, October). A demonstration of Rasch modeling using WINSTEPS. Demonstration at the annual meeting of the American Evaluation Association, Washington, DC.
• Workman, C., Gallant, D.J., Hamilton, R., Leach, N., & Okonkwo, C. (2013, April). Navigating the school choice landscape:  Parental perceptions of support systems in a STEM-based alternative school. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
• Gallant, D.J. (2010, April/May). Assessing the effect of classroom context on ethnic-based differential item functioning on a performance assessment. Paper presented at the annual meeting of the National Council on Measurement in Education, Denver, CO.
• Zhao, J. & Gallant, D.J. (2010, April/May). Student evaluation of instruction: A validity study using structural equation modeling. Poster presented at the annual meeting of the American Educational Research Association, Denver, CO.
• Gallant, D., Harrison, T., Karpinski, A., & Zhao, J. (2009, November). The impact of 'no opinion' response options on data quality in high-stakes evaluations. Paper presented at the 2009 Annual Conference of the American Evaluation Association, Orlando, Florida.
• Gallant, D.J., & Karpinski, A. C. (2008, November). Teaching needs assessment in a university-based evaluation preparation program. Paper presented at the American Evaluation Association conference, Denver, CO.
• Gallant, D. J., & Moore, J.L., III. (2007, April). Ethnic-based equity in teacher judgment of student achievement on a language and literacy curriculum-embedded performance assessment for children in grade 1. Paper presented at the interactive symposium “Urban Schools’ Successes and Challenges for African-American Students: Implications for Parents, Educational Professionals, and Policymakers” at the annual meeting of the American Educational Research Association, Chicago, IL.
• Gallant, D., & Huynh, H. (2006, April). Predictive validity evidence for a curriculum-embedded performance assessment for young children in mathematics and language and literacy. Paper presented at the annual meeting of the National Council on Measurement in Education, San Francisco, CA.