![Photo of Qi (Helen) Huang]( "Photo of Qi (Helen) Huang")
Steven C. Beering Hall of Education 100 N. University Street West Lafayette Indiana 47907-2098 BRNG 5126work
Work Phone: 765-494-7247work
Work Email: huan2304@purdue.eduINTERNET
Website: CV
Qi (Helen) Huang
Assistant Professor
Educational Psychology and Research MethodologyEducational Studies
- Ph.D. — Educational Psychology (Quantitative Methods), University of Wisconsin, Madison (2024)
- M.S. — Applied Statistics, Teachers College, Columbia University (2018)
- B.A. — English Literature, Peking University (2016)
- 2025-present
Assistant Professor
Department of Educational Studies
College of Education, Purdue University
My research focuses on the theory and application of latent variable models, including Item Response Theory (IRT) and Cognitive Diagnosis Models (CDMs), in educational, psychological, and health-related domains. I am particularly interested in addressing issues of model and metric misspecification and exploring their practical implications. My work seeks to develop statistical models that are grounded in educational and psychological theory, with the goal of deepening our understanding of these constructs and improving the utility of measurement in these fields.
Selected Publications
- Huang, Q., & Bolt, D. M. (2024). Unipolar IRT and the author recognition test (ART). Behavior Research Methods, 56, 5406-5423. https://doi.org/10.3758/s13428-023-02275-2
- Huang, Q., Bolt, D. M., & Lyu, W. (2024). Investigating item complexity as a source of cross-national DIF in TIMSS Math and Science. Large-scale Assessments in Education. https://doi.org/10.1186/s40536-024-00200-3
- Huang, Q., Bolt, D. M., Jonaitis, E. M., Hermann, B., Studer, R., Du, L., Ryther, B., Sparks, L., Galvin, J. E., Johnson, S. C., & Langhough, R. (2024). Performance of study partner reports in a non-demented at-risk sample. Alzheimer’s & Dementia. https://doi.org/10.1002/alz.14470
- Huang, Q., & Bolt, D. M. (2023). Relative robustness of CDMs and (M)IRT in measuring growth in latent skills. Educational and Psychological Measurement, 83(4), 808-830.
- Huang, Q., & Bolt, D. M. (2022). The potential for interpretational confounding in cognitive diagnosis models. Applied Psychological Measurement, 46(4), 203-220.
