Paul R. Brandon 
Professor
Graduate Faculty, Department of Educational Psychology
Director, Program Research and Evaluation Section
Curriculum Research & Development Group
College of Education
University of Hawaii at Manoa
1776 University Avenue
Honolulu, Hawaii 96822
Office: University High School Building#2-214A
Phone: (808) 956-4928
Fax: (808) 956-9510
Email: brandon@hawaii.edu
Education
PhD in Educational Psychology (research and program evaluation), University of
Hawaii at Manoa, Honolulu, Hawai‘i, 1983
MEd in Counseling, University of Hawaii at Manoa, Honolulu, Hawaii, 1978
BS in Political Science, Portland State University, Portland, Oregon, 1970
Research Interests
program evaluation theory and methods, educational research methods
Course Taught in the Department
EDEP 768(G) Seminar in Educational Psychology: Educational Evaluation
Selected Publications
REFEREED JOURNAL ARTICLES
Brandon, P. R., Taum, A. K. H., Young, D. B., Pottenger, F. M., & Speitel, T. W. (2007). Measuring the quality of program implementation with observations: The cases of middle school inquiry-based science and elementary school arts integration. Manuscript submitted for publication.
Brandon, P. R., Young, D. B., Taum, A. K. H., & Pottenger, F. M. (2007). The Inquiry Science Implementation Scale: Instrument development and the results of validation studies. Manuscript submitted for publication.
Brandon, P. R., Taum, A. K. H., Young, D. B., & Pottenger, F. M. (2007). T he Inquiry Science Observation Coding Sheet: Development and findings about validity. Manuscript submitted for publication.
Shavelson, R. J., Young, D. B., Ayala, C. C., Brandon, P. R., Furtak, E. M., Ruiz-Primo, M. A., Tomita, M., & Yin, Y. (2007). On the impact of curriculum-embedded formative assessment on learning: A collaboration between curriculum and assessment developers. Manuscript submitted for publication.
Ayala, C. C., Shavelson, R. J., Brandon, P. R., Yin, Y., Furtak, E. M., Ruiz-Primo, M. A., Young, D. B., & Tomita, M. (2007). From formal embedded assessments to reflective lessons: The development of formative assessment suites. Manuscript submitted for publication.
Yin, Y., Ayala, C. C., Shavelson, R. J., Ruiz-Primo, M. A., Tomita, M., Furtak, E. M., Brandon, P. R., & Young, D. B. (2007). On the measurement and impact of formative assessment on students’ motivation, achievement, and conceptual change. Manuscript submitted for publication.
Brandon, P. R., Young, D. B., Shavelson, R. J., Jones, R., Ayala, C. C., Ruiz-Primo, M. A., Yin, Y., Tomita, M., & Furtak, E. (2007). Embedding formative assessments: Lessons learned and recommendations for future "romances" between curriculum and assessment developers. Manuscript submitted for publication.
Brandon, P. R. (2005). Using test standard-setting methods in educational program evaluation: Addressing the issue of how good is good enough. Journal of Multidisciplinary Evaluation, 3, 1–29.
Brandon, P. R., & Higa, T. H. (2004). An empirical study of building the evaluation capacity of K–12 site-managed project personnel. Canadian Journal of Program Evaluation, 19(1), 125–142.
Brandon, P. R. (2004). Conclusions about frequently studied modified Angoff standard-setting topics. Applied Measurement in Education, 17, 59–88.
Brandon, P. R. (2002). Two versions of the contrasting-groups standard-setting method: A review. Measurement and Evaluation in Counseling and Development, 35, 167–181.
Heck, R. H., Brandon, P. R., & Wang, J. (2001). Implementing site-managed educational changes: Examining levels of implementation and effect. Educational Policy, 15, 302–322.
Brandon, P. R. (1999). Involving program stakeholders in reviewing evaluators’ recommendations for program revisions. Evaluation and Program Planning, 22, 363–372.
Brandon, P. R. (1998). Stakeholder participation for the purpose of helping ensure evaluation validity: Bridging the gap between collaborative and non-collaborative evaluations. American Journal of Evaluation, 19, 325–337.
Brandon, P. R. (1998). A meta-evaluation of schools’ methods for selecting sitemanaged projects. Studies in Educational Evaluation, 24, 213–228.
Brandon, P. R., & Heck, R. H. (1998). The use of teacher expertise in decision making during school-conducted needs assessments: A multilevel perspective. Evaluation and Program Planning, 21, 323–331.
Cooper, J. E., Brandon, P. R., & Lindberg, M. A. (1998). Evaluators’ use of peer debriefing: Three impressionist tales. Qualitative Inquiry, 4, 265–279.
Menton, L., & Brandon, P. R. (1996). The effects of a simulation on student attitudes toward reparations for native Hawaiians. Pacific Educational Research Journal, 8, 39–50.
Heck, R. H., & Brandon, P. R. (1995). Teacher empowerment and the implementation of school-based reform. Empowerment in Organizations, 3(4), 10–19.
Brandon, P. R., & Jordan, C. (1994). Gender differences favoring Hawai‘i girls in mathematics achievement: Recent findings and hypotheses. Zentralblatt für Didaktik der Mathematik, 26(1), 18–21.
Brandon, P. R., Wang, Z., & Heck, R. H. (1994). Teacher involvement in schoolconducted needs assessments: Issues of decision-making process and validity. Evaluation Review, 18, 458–471.
Brandon, P. R., Lindberg, M. A., & Wang, Z. (1993). Involving program beneficiaries in the early stages of evaluation: Issues of consequential validity and influence. Educational Evaluation and Policy Analysis, 15, 420–428.
Brandon, P. R., Newton, B. J., & Harman, J. W. (1993). Enhancing validity through beneficiaries’ equitable involvement in identifying and prioritizing homeless children's educational problems. Evaluation and Program Planning, 16, 287–293.
Brandon, P. R. (1993). An evaluation of the implementation of the Drug-Free Schools Program. Pacific Proceedings, 2, 47–58. Brandon, P. R. (1992). State-level evaluations of school programs funded under the Drug-Free Schools and Communities Act. Journal of Drug Education, 22, 25–36.
Brandon, P. R. (1991). Gender differences in young Asian Americans’ educational attainment. Sex Roles, 25, 47–63.
Brandon, P. R. (1988). Native Hawaiian public-school ninth-graders’ performance on a test of functional competencies. Pacific Educational Research Journal, 5(1), 39–47.
Brandon, P. R. (1988). Recent developments in instructional software and hardware. Educational Technology, 28(10), 7–12.
Brandon, P. R., Newton, B. J., & Hammond, O. W. (1987). Children’s mathematics achievement in Hawai‘i: Sex differences favoring girls. American Educational Research Journal, 24(3), 437–461.
Heath, R. W., & Brandon, P. R. (1982). An alternative approach to the evaluation of educational and social programs. Educational Evaluation and Policy Analysis, 4(4), 477–486.
BOOK
Smith, N. L., & Brandon, P. R. (Eds). (2008). Fundamental issues in evaluation.
New York: Guilford.
BOOK CHAPTERS
Ayala, C. C., & Brandon, P. R. (2008). Building evaluation recommendations for improvement: Insights from student formative assessments. In N. L. Smith & P. R. Brandon (Eds.), Fundamental issues in evaluation (pp. 159–166). New York: Guilford.
Brandon, P. R., Jordan, C., & Higa, T. A. (1995). Why Hawai‘i girls outperform Hawai‘i boys: The influence of immigration and peer culture. In P. Rogers & G. Kaiser (Eds.), Equity in mathematics education: Influence of feminism and culture (pp. 98–108). London: Falmer.
Last Update: 10/19/07