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2017 Psychometrics Summer Intern | Policy Research Internship

2017 Psychometrics Intern Posting
Duration

Eight weeks (June 26–August 18, 2017). Internships can be somewhat flexible but require prior clearance from the College Board before the internship begins.

Positions2
Location

College Board in Yardley, Pa.

Compensation

$26 per hour; 40 hours per week for 8 weeks

Travel

Interns are responsible for their own travel to and from the College Board. Any travel required as part of the internship will be paid for by the College Board.

Housing

Interns are required to secure their own housing and are reimbursed up to $1,200 per month.

Requirements

Students must be eligible to be legally employed in the United States (citizens, green card holders, or international student with F1 visas; for international students, please see below).

Projects

Interns will work with two College Board mentors on a specific project in the area of psychometrics. Possible topics include:

[A] An Exploration of Score Dimensionality and Score Profiles for AP Capstone™ Exam Scores: What Methodology Offers More Useful Information?

Over the past few years, the AP® Program has launched an AP Capstone course. The first sequence of this course is AP Seminar, and the second is AP Research. Understanding the dimensionality of the scores from these novel through-course assessments for the AP Program is essential for collecting validity evidence. The focus of this project is to apply various methodologies to the data obtained from the first two years of the program to understand the structure of the scores. Specifically:

  1. What is the dimensionality of the AP Seminar scores from 2015 and 2016? How do the factor structures compare across years?
  2. What is the dimensionality of the AP Research scores from 2016?
  3. Do the results differ depending on which psychometric model is applied to the data—factor analysis within a structural equation modeling framework, or within an item response theory framework?
  4. Are there distinct profiles of student scores (e.g., classes of students/profiles of students) that can be identified in the AP Seminar scores from 2015 and 2016?
  5. Do person-centered approaches such as mixture modeling offer any utility to understanding the structure of scores above and beyond what is offered by variable-centered approaches such as factor analysis?

The expectation is for the intern to complete questions 1-3. However, all of the questions are of interest, time-permitting.

Skills Required:

  1. Factor Analysis (student has completed a course on this topic, or something similar)
  2. Item Response Theory (student has completed a course on this topic)
  3. Ideal but not required: Knowledge of or experience with latent variable mixture modeling/latent class analysis

[B] Impact of degrees of postsmoothing on equated scale score accuracy   

The Scaling and Equating team in Psychometrics has been conducting various research studies in equating to ensure the quality of our current equating practice and to provide solutions to the potential challenges that we may face in operational equating. In an effort to monitor the quality of equating over time, the proposed study attempts to examine the long-term implications of the degrees of postsmoothing in equating for equated scale score accuracy. Postsmoothing methods are often used to reduce random errors and to improve the accuracy of equating functions computed from unsmoothed data. There is danger, however, in using large degrees of postsmoothing because it can introduce systematic errors. In particular, when large degrees of postsmoothing are used, systematic errors may accumulate and result in undesirable influence on equating accuracy. Postsmoothing effects on random and systematic errors may increase when equatings are considered over time, and in chains of equated forms.

The proposed study will conduct simulations based on real data using several simulation conditions including degrees of postsmoothing and number of items (test length). To assess the long-term impact of degrees of postsmoothing, longer and shorter equating chains will be compared in terms of bias and bootstrap standard errors.    

The candidate will be expected to have a background in Equating and Psychometric theory. The successful candidate for this internship should have research experience with equating involving simulation studies as well as strong programing skills such as SAS, C++, R, etc. Candidates who have completed the first two years of their graduate program are preferred.

Application

Please send a letter of introduction (including previous experience and areas of interest), curriculum vitae and unofficial university transcript (in this order) as a single PDF file to r&dinternship@collegeboard.org. Further, name your attachment as Last_First_CB_Internship.pdf (Example: Smith_Clara_CB_Internship.pdf, or Brown_Marcus_CB_Internship.pdf).

Deadline

Applications are due February 1, 2017, at 9 a.m. EST.

Decisions

Selection decisions will be emailed to potential interns on or about April 1, 2017.

Description

This eight-week internship is designed to provide interns with an insight into College Board research operations in psychometrics. Interns will have the opportunity to work closely with psychometricians and gain hands-on working experience with College Board data and projects. Interns are expected to perform a literature review, conduct analyses, write a research report, and present the research to College Board staff at the conclusion of the project.

For International Students

International students who are studying at an accredited university under F1 visas are eligible to apply for the summer internship under Curricular Practical Training (CPT) stipulations. Please note that only two internship positions can be offered. International students should not apply for CPT unless accepted as a summer intern.

Upon acceptance to the summer internship, we urge students to contact their respective international advisers at their host university as soon as possible to apply for a practical training certificate, which permits F1 visa holders to receive compensation from the College Board for the work they will be completing over the summer. The process to clear a student for CPT may take six weeks or longer. Therefore we urge students to initiate the process as soon as possible. Additionally, all international students must have a Social Security number in order to receive compensation.

 


Policy Research Internship Posting
Duration

The internship is for the Summer of 2016. Exact start/end dates can be somewhat flexible but require prior clearance from the College Board before the internship begins.

Positions1
LocationWashington, D.C.
CompensationCompetitive hourly wage and possibility of housing stipend.
HoursApproximately 40 hours per week.
Travel

Interns are responsible for their own travel to and from the College Board. Any travel required as part of the internship will be paid for by the College Board.

Requirements

Enrolled in a social sciences or education Ph.D. program with a focus in quantitative research in education policy. Motivated and experienced undergraduates and masters -level students will be considered. Students must be eligible to be legally employed in the United States (citizens, green card holders, or international students with F1 visas; international students, please see below).

Description

Do you want to do research with some of the best education data in the world? The intern will work with the policy research team, have the opportunity to work closely with internal researchers (economists, sociologists, psychologists, and public policy and education experts), and gain hands-on working experience with College Board data and projects.

Policy Research projects are typically pursued with an eye toward eventual publication in scholarly, peer-reviewed journals and, as such, frequently incorporate experimental and quasi-experimental methodological approaches. While the strongest candidates will have a background in econometrics and statistics, support is needed for all stages of projects, including literature reviews, data preparation and analysis, writing, creating output and presentations, etc. Projects focus on helping students access the academic opportunities they have earned and helping postsecondary institutions engage in thoughtful outreach, admission, financial aid, and retention activities.

An experienced and independent candidate will have the opportunity to develop their own research questions and work with College Board data to answer them.

Deadline

Applications are on a rolling basis.

International students who are studying at an accredited university under F1 visas are eligible to apply for the internship under Curricular Practical Training (CPT) stipulations. Please note that only one internship position can be offered. International students should not apply for CPT unless accepted as an intern.

For International Students

Upon acceptance to the internship, we urge students to contact their respective international advisers at their host university as soon as possible to apply for a practical training certificate, which permits F1 visa holders to receive compensation from the College Board for the work they will be completing. The process to clear a student for CPT may take six weeks or longer. Therefore we urge students to initiate the process as soon as possible. Additionally, all international students must have a social security number in order to receive compensation.