Episode 64

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Dr. Kevin McGrew is the Director of the Institute for Applied Psychometrics (IAP) and a Visiting Lecturer in Educational Psychology (School Psychology Program) at the University of Minnesota. He received his BA in Psychology (1974) and MS in School Psychology (1975) from Moorhead State University, Moorhead, MN. He received his doctorate in Educational Psychology at the University of Minnesota in 1989.

McGrew has 12 years of experience as a practicing school psychologist in the states of Iowa and Minnesota (1975 to 1989). He subsequently was a Professor in Applied Psychology (teaching educational psychology courses) at St. Cloud State University, St. Cloud, MN (1990 to 2000). He served as the Research Director for the Woodcock-Muñoz Foundation (WMF) from 2005 to 2014. He also served as Associate Director for Measurement Learning Consultations (MLC) from 2008 to 2014.

He is currently serving as an intelligence theory and testing consultant to two major international test development projects. He serves in this capacity (2014-present) to the Dharma Bermakna Foundation and Universatas Gadjah Mada (UGM) for the Indonesian AJT Cognitive Assessment Development Project and to the Ayrton Senna Institute (Instituto Ayrton Senna, Sao Paulo, Brazil; 2016-present) for a large group assessment project— Twenty-first century cognitive SKILLS: Measures of reasoning, knowledge and creativity in large-scale assessment systems.

He has served as a measurement consultant to a number of psychological test publishers, including Riverside Publishing, the Psychology Corporation (now Pearson Assessments), and CTB/McGraw-Hill. He has also served as a measurement and research consultant or advisory board member for a number of national research studies and organizations. He currently serves (external consultant) as the Director of the Scientific Research Board for Interactive Metronome, a private neurotechnology company.

His research interests include: (a) theories and measurement of human intelligence, personal competence and adaptive behavior, (b) the application of psychological and educational measurement principles and techniques (applied psychometrics) to the development and interpretation of psychological and educational assessment instruments, (c) the Cattell-Horn-Carroll (CHC) Theory of Cognitive Abilities, (d) narrowing the theory-practice gap in educational and psychological assessment, (c) the influence of non-cognitive (conative) characteristics on learning and human performance, (d) psychological assessment practices in the identification and classification of individuals with intellectual and learning disabilities and other exceptionalities, and (e) the application of emerging neurotechnologies to learning and cognitive performance.

The practical application of psychometric methods to educational and psychological problems, together with a strong interest in knowledge dissemination and the education of both psychologists and non-psychologists regarding psychological measurement, is a particular interest of McGrew. He has authored or coauthored over 80 professional journal articles and book chapters, four professional books on intelligence test interpretation, six norm-referenced intelligence, achievement, or special purpose psychological test batteries, and over 40 technical (grant) and special publications and reports. McGrew is a frequently requested speaker and has conducted numerous state, national and international presentations or workshops. In addition, McGrew has served on the editorial board or as an ad hoc reviewer of manuscripts for a number of journals in psychology and developmental disabilities, including Intelligence, Journal of Psychoeducational Assessment, Psychology in the Schools, School Psychology Review, School Psychology Quarterly, Baltic Journal of Psychology, Learning and Individual Differences,

Since 2009 McGrew has served as a consulting expert, via declarations or testimony, to the courts regarding the

McGrew has extensive experience in the development and psychometric analysis of nationally standardized norm referenced