David Torres Irribarra

– Ph.D., University of California, Berkeley
– Psicólogo, Pontificia Universidad Católica de Chile

David Torres Irribarra es psicólogo de la Pontificia Universidad Católica de Chile y Ph.D. de la Escuela de Educación de la Universidad de California, Berkeley.

Antes de sus estudios de doctorado, David trabajó como investigador y analista en los proyectos nacionales de evaluación docente de Chile (Programa de Acreditación de la Excelencia Pedagógica y DocenteMás). Sus estudios de doctorado se centraron en el uso de modelos estadísticos para la medición en las ciencias sociales, en particular el uso de la teoría de respuesta al ítem en contextos educativos.

David ha trabajado como Director de Tecnologías de la Información del Berkeley Evaluation and Assessment Research (BEAR) Center y también como investigador en el centro de medición MIDE, y actualmente es profesor asociado en la Pontificia Universidad Católica de Chile.

Como parte de su trabajo en el área de la medición educativa y social, David ha trabajado en Chile como consultor senior de psicometría para varias evaluaciones nacionales mayores de Chile, y ha participado en proyectos de investigación y consultorías en Honduras, Perú, México y Estados Unidos.

Sus principales áreas de investigación son (i) la aplicación de modelos de variables latentes a contextos de medición, habiendo publicado en revistas como Educational Evaluation and Policy Analysis, y Measurement, (ii) los fundamentos teóricos de la medición en las ciencias sociales, área en la que es autor del libro “A Pragmatic Perspective of Measurement” (2021, Springer International) y (iii) el uso de tecnologías digitales para mejorar la evaluación educativa, área en la que trabaja activamente diseñando funcionalidades relacionadas con la psicometría de la suite de software Berkeley Assessment System.

David Torres Irribarra is a psychologist from the Pontificia Universidad Católica de Chile and Ph.D. in Education of the University of California, Berkeley.

Before his doctoral studies, David worked as a researcher and analyst in Chile’s national teacher assessment projects (Programme for the Accreditation of Pedagogical Excellence and DocenteMás). His doctoral studies focused on the use of statistical models for measurement in the social sciences, particularly the use of item response theory in educational contexts.

David has worked as the Information Technologies Director of the Berkeley Evaluation and Assessment Research (BEAR) Center and also as a researcher at the MIDE measurement center, and he is currently an associate professor at the Pontificia Universidad Católica de Chile.

As a part of his work in the area of educational and social measurement David has worked in Chile as a senior psychometrics consultant to several mayor national Chilean assessments, and has participated in research projects and consultancies in Honduras, Peru, Mexico and the United States.

His main research areas are (i) the application of latent variable models to measurement contexts, having published in journals such as Educational Evaluation and Policy Analysis, and Measurement, (ii) the theoretical foundations of measurement in the social sciences, area in which he is the author of the book “A Pragmatic Perspective of Measurement” (2021, Springer International) and (iii) the use of digital technologies to improve educational assessment, area in which he actively works designing psychometric related features of the Berkeley Assessment System Software suite.

Publicaciones

Publicaciones indexadas ISI:

  • Rosell, J., Vergés, A., Irribarra, D. T., Flores, K., & Gómez, M. (2020). Adaptation and psychometric characteristics of a scale to evaluate ageist stereotypes. Archives of Gerontology and Geriatrics, 90, 104179.
  • van ‘t Wout, E., Pieringer, C., Torres Irribarra, D., Asahi, K., & Larroulet, P. (2020). Machine learning for policing: a case study on arrests in Chile. Policing and Society, 1-15.
  • Escribano, R., Treviño, E., Nussbaum, M., Irribarra, D. T., & Carrasco, D. (2020). How much does the quality of teaching vary at under-performing schools? Evidence from classroom observations in Chile. International Journal of Educational Development, 72, 102125.
  • Torres-Irribarra, D., Ibaceta, M., & Preiss, D. D. (2019). Positive and negative mind wandering: an assessment of their relationship with mindfulness and metacognition in university students/Divagación mental positiva y negativa: evaluando su relación con la atención plena y la metacognición en estudiantes universitarios. Studies in Psychology, 40(3), 664-701.
  • Maul, A., Mari, L., Torres Irribarra, D. & Wilson, M. (2018). The Quality of Measurement Results in Terms of the Structural Features of the Measurement Process. Measurement, 116 611-620.
  • Preiss, D. D., Grau, V., Torres Irribarra, D., & Calcagni, E. (2018). Metacognition, Self‐Regulation, and Autonomy Support in the Chilean Mathematics Classroom: An Observational Study. New directions for child and adolescent development, 2018(162), 115-136.
  • Torres Irribarra, D. (2017). Measuring Well What is Ill Defined?. Measurement: Interdisciplinary Research and Perspectives 15(2), 83-85.
  • Maul, A., Mari, L., Torres Irribarra, D. & Wilson, M. (2017). Quantities, Quantification, and the Necessary and Sufficient Conditions for Measurement. Measurement, 100, 115-121.
  • Fuller, B., Waite, A., & Torres Irribarra, D. (2016). Explaining Teacher Turnover: School Cohesion and Intrinsic Motivation in Los Angeles. American Journal of Education 122(4), 537-567.
  • Maul, A., Torres Irribarra, D., & Wilson, M. (2016). On the Conceptual Foundations of Psychological Measurement. Measurement, 79, 311-320.
  • Torres Irribarra, D., Diakow, R., Freund, R. & Wilson, M. (2015). Modeling For Directly Setting Theory-Based Performance Levels. Psychological Test and Assessment Modeling, 57(3), 394-422.
  • McEwan, P. J., Murphy-Graham, E., Torres Irribarra, D., Aguilar, C., & Rapalo, R. (2015). Improving Middle School Quality in Poor Countries. Educational Evaluation and Policy Analysis, 37(1), 0113–137.
  • Torres Irribarra, D., Diakow, R., Freund, R. & Wilson, M. (in press). Modeling For Directly Setting Theory-Based Performance Levels. Psychological Test and Assessment Modeling.
  • McEwan, P. J., Murphy-Graham, E., Torres Irribarra, D., Aguilar, C., & Rápalo, R. (2015). Improving middle school quality in poor countries: Evidence from the Honduran Sistema de Aprendizaje Tutorial. Educational Evaluation and Policy Analysis, 37, 113-137.
  • Mari, L., Maul, A., Torres Irribarra, D., & Wilson, M. (2013). Quantification is neither necessary nor sufficient for measurement.  Journal of Physics: Conference Series, 459(1), 012007.
  • Maul, A., Wilson, M., & Torres Irribarra, D. (2013). On the conceptual foundations of psychological measurement. Journal of Physics: Conference Series, 459(1), 012008.

Capítulos de Libro:

  • Torres Irribarra, D. & Zapata, A. (in press). The Portfolio in the National Teacher Evaluation System in Chile: Collecting Evidence of Validity as Part of the Instrument Construction Process. In Validity of educational assessments in Chile and Latin America. Springer.
  • Torres Irribarra, D. & Carrasco, D. (In press). Profiles of good citizenship. In Good citizenship around the world: Using IEA ICCS data to understand the next generation of citizens. Sage publications.
  • Van´t Wout, E., Valenzuela, E., Asahi, K., Pieringer, C., Torres, D. & Larroulet, P (2019). Big data para la identificación de comportamiento criminal. En Propuestas para Chile, 49. Pontificia Universidad Católica de Chile.
  • Carrasco, D., & Irribarra, D. T. (2018). The role of classroom discussion. In Sandoval-Hernández, A., Magdalena Isac, M., & Miranda, D. Teaching tolerance in a globalized world (pp. 87-101). Springer, Cham.
  • Torres Irribarra, D. (2018). The Rasch Model.  In The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation (pp. 1370-1373). Thousand Oaks, California: SAGE
  • Wilson, M., Bejar, I., Scalise, K., Templin, J., Wiliam, D., & Torres Irribarra, D. (2012). Perspectives on Methodological Issues. In  P. Griffin, B. McGaw & E. Care (Eds.), Assessment and Teaching of 21st Century Skills (pp. 67–141). New York: Springer.