• Program evaluation
• Educational assessment
• Applied measurement

Education

• Ph.D. Educational Psychology, University of Washington, 1990.
• M.Ed. Educational Psychology, University of Washington, 1988.
• B.A. Mathematics, San Jose State University, 1983.
  

Professional Experience

• 1997 - present, Director, Assessment and Evaluation Center, Dept. of Educational Leadership and Counseling Psychology, Washington State University, Pullman, WA.
• 2001-present, Area Coordinator, Counseling Psychology, Dept. of Educational Leadership and Counseling Psychology, Washington State University, Pullman, WA.
• 2001-02, Interim Assessment Coordinator, Office of the Provost, Washington State University, Pullman, WA
• 1995-present, Coordinator, Educational Psychology Graduate Programs, Dept. of Educational Leadership and Counseling Psychology, Washington State University, Pullman, WA.
• 1999-present, Associate Professor, Dept. of Educational Leadership & Counseling Psychology, Washington State University, Pullman, WA.
• 1994-99, Assistant Professor, Dept. of Educational Leadership & Counseling Psychology, Washington State University, Pullman, WA.
• 1992-94, Director, Region 7 Chapter 1 Rural Technical Assistance Center; RMC Research Corporation, Portland, OR.
• 1991-92, Research Associate, RMC Research Corporation, Portland, OR.
• 1989-91 Measurement Specialist, Department of Measurement and Experimental Research, Multnomah Education Service District, Portland, OR.
• 1986-89 Research Assistant, Department of Research in Medical Education, University of Washington, Seattle, WA.
• 1983-86 Mathematics teacher, Archbishop Mitty High School, San Jose, CA.

Awards

• 2002-present, Fulbright Senior Specialist, Bureau of Cultural Affairs of the Department of State, Council for International Exchange of Scholars.
• 1999, College of Education Faculty Excellence Award for Service, Washington State University.

Selected Publications and Book Sections

• Orlich, D. C., Harder, R. J., Callahan, R. C., Trevisan, M. S., and Brown, A. (2004). Teaching strategies: A guide to better instruction. 7th Ed. Houghton Mifflin Company: Boston, MA.
• Orlich, D. C., Harder, R. J., Callahan, R. C., Trevisan, M. S., and Brown, A. (2004). Instructor’s resource manual with test items (To accompany, Teaching strategies: A guide to effective instruction, 7th Ed.). Houghton Mifflin Company: Boston, MA.
• Trevisan, M. S., & Huang, Y. (2003). Evaluability assessment: A primer. Practical Assessment, Research and Evaluation, 8(20), http://edresearch.org/pare/getvn.asp?v=8&n=20.
• Trevisan, M. S. (2002). Evaluation capacity in K-12 school counseling programs. American Journal of Evaluation, 23(3), 291-305.
• Trevisan, M. S. (2002). Enhancing practical evaluation training through long-term evaluation projects. American Journal of Evaluation, 23(1), 81-92.
• Davis, D. C., Gentili, K. L., Trevisan, M. S., & Calkins, D. E. (2002). Engineering design assessment processes and scoring scales for program improvement and accountability. Journal of Engineering Education, 91(2), 211-222.
• Trevisan, M. S. & Hubert, M. (2001). Tackling the program evaluation challenge: Strategies for successful school district implementation. Professional School Counseling, 4(3), 225-228.
• Trevisan, M.S. (2000). The status of program evaluation expectations in state school counselor certification requirements. American Journal of Evaluation, 21(1), 81 - 94. Trevisan, M. S. (2000). Priority training needs of assessment coordinators in Washington state. Studies in Educational Evaluation, 26(3), 231 - 244.
• Trevisan, M.S. , Davis, D.C. , Crain, R.W. , Calkins, D.E. , and Gentili, K.L. (1999). Designing sound scoring criteria for assessing student performance. Journal of Engineering Education, 88(1), 79 - 85.
• Trevisan, M.S. (1999) Administrator certification requirements for student assessment competence. Applied Measurement in Education, 12(1), 1-11.
• Trevisan, M.S., Davis, D.C., Crain, R.W., Calkins, D.E. and Gentili, K.L. (1998). Developing and assessing statewide competencies for engineering design. Journal of Engineering Education, 87 (2), 185-194.
• Barabasz, A., Barabasz, M., Jensen, S., Calvin, S., Trevisan, M. & Warner, D. (1999). Cortical event related potentials show the structure of hypnotic suggestions is crucial. The International Journal of Clinical and Experimental Hypnosis, 47(1), 5 - 22.
• Fligstein, D., Barabasz, A., Barabasz, M., Trevisan, M., & Warner, D. (1998). Hypnosis enhanced recall memory: A test of forced and non-forced conditions. American Journal of Clinical Hypnosis, 40(4), 297-305.
• Trevisan, M.S. and Paulson, F.L. (1996). The Tversky condition applied to rating scales. Psychological Reports, 78, 891-898.
• Trevisan, M. S. and Hunt, W. (1994). Comment on Procedures in Washington State for Selection of Students for Chapter 1 Programs. Psychological Reports, 75, 1409-1410.
• Trevisan, M. S., Sax, G., and Michael, W. B. (1994). Estimating the optimum number of options per item using an incremental option paradigm. Educational and Psychological Measurement, 54, 86-91.
• Dietz, J. C., Tovar, V. S., Beeman, C., Thorn, D. W., & Trevisan, M. S. (1992). The test of orientation for rehabilitation patients: Test-retest reliability. Occupational Therapy Journal of Research, 12 (3), 172-185.
• Trevisan, M. S., Sax, G., and Michael, W. B. (1991). The effects of the number of options per item and student ability on test validity and reliability. Educational and Psychological Measurement, 51, 829-837.
• Bleyer, W. A., Hunt, D. D., Carline, J. D., Trevisan, M. S., Johnson, S., & Phillips, T. J. (1990). Improvement of oncology education at the University of Washington School of Medicine, 1984-1988. Academic Medicine, 65 (2), 114-119.