51²è¹Ý

Dr. Kamata is a Professor at 51²è¹Ý (Department of Education Policy & Leadership, Center on Research and Evaluation, Simmons School of Education & Human Development; Department of Psychology, Dedman College of Humanities and Sciences). Prior to joining 51²è¹Ý in 2013, Dr. Kamata was a Professor at the University of Oregon and Florida State University.

Dr. Kamata's primary research interest is psychometrics and educational and psychological measurement, focusing on implementation of item-level test data analysis methodology through various modeling framework, including item response theory, multilevel modeling, and structural equation modeling. Currently, Dr. Kamata's primary focus is on psychometric model development for oral reading fluency (ORF) assessment data, through three grant projects funded by IES: U.S. Department of Education. Previously, Dr. Kamata did pioneering work on multilevel item response theory modeling, where item response data from individuals are nested within group units, such as schools. This line of work is represented by his 2001 publication in Journal of Educational Measurement, a special issue on multilevel measurement modeling in Journal of Applied Measurement in 2005, and several book chapters on the topic, including a recent chapter in the Handbook of Advanced Multilevel Analysis (2011).  

Dr. Kamata received his doctoral degree in Measurement and Quantitative Methods from Michigan State University in 1998.

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Selected Publications

Potgieter, C., Qiao, X., Kamata, A., & Kara, Y. (2024). Likelihood-based estimation of model-derived oral reading fluency. Journal of Educational Measurement.

Qiao, X., Kamata, A., & Potgieter, C. (2024). Incorporating Calibration Errors in Oral Reading Fluency Scoring. British Journal of Mathematical and Statistical Psychology.

Kara, Y., Kamata, A., Emre, E., Qiao, X., & Nese, J. F. T. (2023). Predicting oral reading fluency by between-word silence times using natural language processing and random forest algorithm. Psychological Test and Assessment Modeling. 65(1), 36-54.

Kara, Y., Kamata., Qiao, X., Potgieter, N., & Nese, J. F. T. (2023). Equating oral reading fluency scores: A model-based approach. Educational and Psychological Measurement.

Miyazaki, Y., Kamata, A., Uekawa, K., & Sun, Y. (2022). Bias for treatment effect by measurement error in pretest in ANCOVA analysis. Educational and Psychological Measurement. 82(6), 1130-1152.

Nese, J. F. T., & Kamata, A. (2021). Evidence for automated scoring and shorter passages of CBM-R in early elementary school. School Psychology. 36 (1), 47-59.

 Kara, Y., & Kamata, A. (2020). Multilevel item response model with heterogeneous within-cluster variances. The Journal of Experimental Education.

Nese, J. F. A., & Kamata, A. (2020). Addressing the large standard error of traditional CBM-R: Estimating the conditional standard error of a model-based estimate of CBM-R. Assessment for Effective Intervention. Published Online First.

Liang, X., Kamata, A., & Li, J. (2020). Hierarchical Bayes approach to estimate the treatment effect for randomized controlled trials. Educational and Psychological Measurement, 80, 1090-1114.

Kara, Y., Kamata, A., Potgieter, C., & Nese, J. F. A. (2020). Estimating model-based oral reading fluency: Bayesian approach. Educational and Psychological Measurement, 80, 847-869.

 Kamata, A., Kara, Y., Patarapichayatham, C., & Lan, P. (2018). Evaluation of analysis approaches for latent class analysis with auxiliary linear growth model. Frontiers in Psychology.

 Nese, J. F. T., Kamata, A., & Tindal, J. (2017). A two-step sampling weight approach to growth mixture modeling for emergent and developing skills with distributional changes over time. Journal of School Psychology, 61, 55-74.

 Kamata, A., Nese, J. F. T., Patarapichayatham, C., & Lai, C. F. (2013). Modeling nonlinear growth the three data points: Illustration with benchmarking data. Assessment for Effective Intervention, 32, 105-116.

Jiao, H., Kamata, A., Wang, S., & Jin, Y. (2012). A multilevel testlet model for dual local dependence. Journal of Educational Measurement, 49, 82-100.

Kamata, A. & Bauer, D. J. (2008). A note on the relationship between factor analytic and item response theory models. Structural Equation Modeling. 15, 136-153.

Kamata, A., Bauer, D. J., & Miyazaki, Y. (2008). Multilevel Measurement Model. In A. A. O’Connell & D. B. McCoach (Eds.). Multilevel Analysis of Educational Data. (pp.345-388). Charlotte, NC: Information Age Publishing.

Kamata, A., & Tate, R. L. (2005). The performance of a method for the long-term equating of mixed format assessment. Journal of Educational Measurement. 42, 193-213.

Hayashi, K. & Kamata, A. (2005). A note on the stability of Alpha Coefficient with standardized variables. Psychometrika, 70, 579-586.

Jiao, H, Wang, S., & Kamata, A. (2005). Exploring the possibility of using hierarchical generalized linear model to model local item dependence. Journal of Applied Measurement, 6, 311-321.

Kamata, A. (2001). Item analysis by the hierarchical generalized linear model. Journal of Educational Measurement, 38, 79-93.