College of Education and Human Development

Department of Educational Psychology

Mark Davison

  • Professor Emeritus; American Guidance Service, Inc./John P. Yackel Professorship in Educational Assessment and Measurement

  • Educational Psychology
    250 Education Sciences Bldg.
    56 East River Road
    Minneapolis, MN 55455

Mark Davison

Areas of interest

  • Educational measurement
  • Scaling (particularly multidimensional scaling)
  • Assessment of growth in educational settings

PhD, University of Illinois at Urbana-Champaign, 1974


Mark Davison is a professor emeritus in the Department of Educational Psychology at the University of Minnesota. His research interests include educational measurement, scaling (particularly multidimensional scaling) and the assessment of growth in educational settings.

Davison is a fellow of the American Psychological Association and the American Educational Research Association, author of Multidimensional Scaling, Editor Emeritus of Applied Psychological Measurement, an editorial board member for the Journal of Adult Development, past-president of APA Division 5 (Evaluation, Measurement, and Statistics), former chair of the APA committee on psychological testing and assessment, and former co-director of the Minnesota Interdisciplinary Training in Education Research (MITER) Program.


Shin, T., Davison, M. L., & Long, J. (in press).  Maximum likelihood versus multiple imputation for missing data.  Psychological Methods.

Davenport, E. C., Jr., Davison, M. L., Liou, P.-Y., & Love, Q. U. (2015). Reliability, dimensionality, and internal consistency as defined by Cronbach: Distinct albeit related concepts. Educational Measurement: Issues and Practices.  34, 4 - 9. 

Davison, M. L., Davenport, E. C., Jr., Chang, Y.-F., Vue, K., & Su, S. (2015).  Criterion-related validity:  Assessing the value of subscores.  Journal of Educational Measurement, 52, 263-279.  

Kohli, N., Hughes, J., Wang, C., Zopluoglu, C., & Davison, M. L. (2015).  Fitting a linear-linear piecewise growth mixture model with unknown knots: A comparison of two common approaches to inference.  Psychological Methods, 20, 259 – 275. 

Davison, M. L., Chang, Y.-F., & Davenport, E. C., Jr. (2014).  Modeling configural patterns in latent variable profiles: Association with an endogenous variable. Structural Equation Modeling, 21, 81 – 93.

Davison, M. L., Jew, G., & Davenport, E. C. Jr. (2014).  Patterns of SAT Scores, Choice of STEM Major, and Gender.  Measurement and Evaluation in Counseling and Development, 2014, 47, 118 – 126. 

Froiland, J. M. & Davison, M. L. (2014). Parental expectations and school relationships as contributors to adolescents’ positive outcomes. Social Psychology of Education, 17, 1-17. doi:10.1007/s11218-013-9237-3

Davenport, E. C., Jr., Davison, M. L., Wu, Y.- C., Kim, S. – K., Kuang, H., Kwak, N., Chan, C. – K., & Ayodele, A.  Number of courses, content of courses, and prior achievement related to ethnic achievement gaps in mathematics.  Journal of Educational Leadership in Action, 2013 2, Retrieved from

Shin, T., Davison, M. L., Long, J., Chan, C.-K., & Heistad, D.  (2013). Exploring gains in reading and mathematics among regular and exceptional students using growth curve modeling.  Learning and Individual Differences, 23, 92 - 100.

Davison, M. L., Semmes, R., Huang, L., & Close, C. N., (2012).  On the reliability and validity of a numerical reasoning speed dimension derived from response times collected in computerized testing.  Educational and Psychological Measurement, 72, 245 – 263.