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Jonathan Templin, Ph.D.

School of Education - Educational Psychology
Associate Chair, Department of Educational Psychology
Ph.D., Psychology (Quantitative), University of Illinois at Urbana-Champaign
Primary office:
Joseph R. Pearson Hall
Room 614
1122 West Campus Road
Lawrence, Kansas 66045


Jonathan Templin is Professor and Associate Chair of the Department of Educational Psychology at the University of Kansas. He a member of the Research, Evaluation, Measurement, and Statistics (REMS) Program. Dr. Templin received his Ph.D. in Quantitative Psychology at the University of Illinois at Urbana-Champaign in 2004, where he also received an M.S. in Statistics. He rejoined the faculty of Kansas in January of 2014, having previously served on the faculty at the University of Nebraska-Lincoln, the University of Georgia, and in the Department of Psychology at the University of Kansas. The main focus of Dr. Templin's research is in the field of diagnostic classification models—psychometric models that seek to provide multiple reliable scores from educational and psychological assessments. He also studies Bayesian statistics, as applied in psychometrics, broadly. Dr. Templin’s research program has been funded by the National Science Foundation and the Institute of Education Sciences and has been published in journals such as Psychometrika, Psychological Methods, Applied Psychological Measurement, and the Journal of Educational Measurement. Dr. Templin is currently co-editor of the Journal of Educational Measurement and Associate Editor for Psychometrika. He is coauthor of the book Diagnostic Measurement: Theory, Methods, and Applications, which won the 2012 American Educational Research Association Division D Award for Significant Contribution to Educational Measurement and Research Methodology. He is the winner of the 2015 AERA Cognition and Assessment SIG Award for Outstanding Contribution to Research in Cognition and Assessment and the inaugural 2017 Robert Linn Lecture Award.




Ph.D., Psychology (Quantitative), University of Illinois at Urbana-Champaign

M.A., Psychology, University of Illinois at Urbana-Champaign

M.S., Statistics , University of Illinois at Urbana-Champaign

B.A., Psychology , University of Illinois at Urbana-Champaign

A.A., American River College

A.S., in Mathematics and Physical Science, American River College

Teaching Interests

  • Statistics, Measurement, Psychometrics, Statistical Computing

Research Interests

  • Psychometrics, Diagnostic Modeling, Bayesian Statistics, Statistical Computing, Model Estimation

Selected Publications

Sullivan, M. Lao, H. & Templin, J. (in press). Diagnostic measurement. In . (Ed.), Palgrave Handbook of Innovative Research Methods in Management. Palgrave.

Hu, B. Qin, L. Sullivan, M. & Templin, J. (2017). Contemporary approaches to psychometrics: Item response theory and diagnostic classification models. Culture and Education, 29, 461-491. DOI:10.1080/11356405.2017.1367171

Templin, J. (2016). An overview of item response theory. In S. K Whitbourne (Ed.), The Encyclopedia of Adulthood and Aging. (pp. 699-704). West Sussex: Wiley.

Templin, J. Bradshaw, L. P., & Paek, P. (2016). A comprehensive framework for integrating innovated psychometric methodology into educational research. Journal of Research in Mathematics Education Monograph.

Li, F. Cohen, A. Bottge, B. & Templin, J. (2016). A latent transition analysis model for assessing change in cognitive skills. Educational and Psychological Measurement, 76, 181-204.

Izsak, A. & Templin, J. (2016). Coordinating descriptions of mathematical knowledge and psychometric models: Opportunities and challenges. Journal of Research in Mathematics Education Monograph.

Watts, A. Walters, R. Hoffman, L. & Templin, J. (2016). Intra-individual variability of physical activity in older adults with and without mild Alzheimer’s disease. PLoS ONE, 11(4), doi: 10.1371/journal.pone.0153898.

Izsak, A. Remillard, J. & Templin, J. (2016). Psychometrics assessment in mathematics education: Opportunities, challenges, and interdisciplinary collaborations (A. Izsak, J. Templin, & J. Remillard). The Journal of Research in Mathematics Education Monograph Series Reston, VA: The National Council of Teachers of Mathematics.

Templin, J. (2015). Diagnostic assessment: Methods for the reliable measurement of multidimensional abilities. In F. Drasgow (Ed.), Technology in Testing: Measurement Issues (pp. 285-304). New York: Taylor and Francis.

Brown, C. Templin, J. & Cohen, A. (2015). Comparing the two- and three-parameter logistic models via likelihood ratio tests: a commonly misunderstood problem. . Applied Psychological Measurement, 39, 335-348.

Watkins, L. DiLillo, D. Hoffman, L. & Templin, J. (2015). Do negative emotion and self-control depletion contribute to intimate partner aggression? A lab-based study. Psychology of Violence, 5, 35-45.

Bradshaw, L. & Templin, J. (2014). Combining scaling and classification: A psychometric model for scaling ability and diagnosing misconceptions. Psychometrika, 79, 403-425.

Bradshaw, L. Izsák, A. Templin, J. & Jacobson, E. (2014). Diagnosing teachers’ understanding of rational number: Building a multidimensional test within the diagnostic classification framework. Educational Measurement: Issues and Practice, 33(1), 2-14.

Templin, J. & Bradshaw, L. (2014). Hierarchical diagnostic classification models: A family of models for estimating and testing attribute hierarchies. Psychometrika, 79, 317-339. DOI:10.1007/S11336-013-9362-0

Templin, J. & Bradshaw, L. P. (2014). The use and misuse of psychometric models. Psychometrika, 79(2), 347-354. DOI:10.1007/S11336-013-9364-Y

Templin, J. & Bradshaw, L. (2013). Measuring the reliability of diagnostic classification model examinee estimates. Journal of Classification [01764268], 30(2), 251-275. DOI:10.1007/S00357-013-9129-4

Templin, J. & Hoffman, L. (2013). Obtaining diagnostic classification model estimates using Mplus. Educational Measurement: Issues and Practice, 32(2), 37-50.

Hoffman, L. Templin, J. & Rice, M. (2012). Linking outcomes from Peabody Picture Vocabulary Test forms using item response models. Journal of Speech, Language, and Hearing Research, 55, 754-763.

Henson, R. Templin, J. & Willse, J. (2009). Defining a family of cognitive diagnosis models using log-linear models with latent variables. Psychometrika, 74(2), 191-210. DOI:10.1007/S11336-008-9089-5

» Show All Publications

Selected Grants

Templin, Jonathan L., (Principal), MATH: EAGER: Developing a Learning Map for Introductory Statistics, National Science Foundation, $299,007, Submitted 05/01/2015 (11/01/2016 - 10/31/2018) . Federal. Status: Funded.

Templin, Jonathan, (Principal), Collaborative Research: Longitudinal Diagnostic Models, MMS; SES-1030337, National Science Foundation: Measurement, Methodology, and Statistics Program, $150,000, (01/01/2010 - 12/31/2013) . Federal. Status: Funded.

Selected Awards & Honors

Robert Linn Memorial Lecture Award
University of Colorado-Boulder
2017 - Present

The specialist program in school psychology is approved by the National Association of School Psychologists
School of Education is 10th among public universities for its master’s and doctoral programs
—U.S. News & World Report
Doctoral programs in school psychology and counseling psychology are accredited by the American Psychological Association
Involved in $22 million project to create new testing system for special education students
Robert Harrington is creating a certification program in bullying prevention for educators
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