Fei Zhao, Ph.D.
Director of Educational Assessment & Instructor
Fei Zhao’s main job responsibilities at the Zucker Family School of Education (ZFSOE) include maintaining the school’s electronic educational assessment system, contributing to ZFSOE’s school wide efforts in fulfilling high-stake national and state accreditation requirements, as well as teaching courses related to educational research methodology.
Fei Zhao earned her doctorate degree in Educational Psychology and Research (Research, Evaluation, Measurement, and Statistics track) from University of Kansas. Before joining the ZFSOE at The Citadel, Fei Zhao was a Psychometrician and project manager at Center for Educational Testing and Evaluation (CETE), where she managed the item/test development, evaluated the psychometric properties, and coordinated the score reporting of the Kansas ELL assessments. Prior to joining CETE, Fei Zhao held a Research Scientist position at Arizona Department of Education (ADE). During her time with ADE, Fei Zhao’s work focused on measuring the performance in quality of all Arizona public schools and districts using growth modeling technique (i.e., SGP), as well as researching and restructuring Arizona’s public school/district accountability model. Through the years, Fei Zhao has worked collaboratively with colleagues to plan, design, collect data, perform principal and advanced statistical analyses, as well as report to stakeholders for various education related projects.
Office: Capers Hall 309
Ph.D. in Educational Psychology and Research (Research, Evaluation, Measurement, and Statistics track) - University of Kansas, Lawrence, KS
Motl, T. C., Multon, K. D., & Zhao, F. (2016). Persistence at a tribal university: Factors associated with second year enrollment. Journal of Diversity in Higher Education. https://doi.org/10.1037/dhe0000034.
Zhao, F. (2018). a Parameter. In B. Frey (Ed.), The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation (pp. 1-3). Thousand Oaks, CA SAGE Publications Inc. DOI: http://dx.doi.org/10.4135/9781506326139.n7