Sarah M. Bonner

Sarah M. Bonner

Professor, Department of Educational Foundations and Counseling Programs
Thursdays 4:00-6:00 p.m.

Ph.D. in Educational Psychology, University of Arizona, 2005


I teach statistics, research methods, program evaluation, and measurement in the M.A. program in Educational Psychology and the Ed.D. program in Instructional Leadership, as well as classroom assessment in the graduate teacher preparation program in Childhood Education.


My research focuses on theory and practice in classroom assessment, and teacher beliefs about assessment and learning. I also conduct research on motivation and achievement in STEM fields.

  • Chen, P. P., & Bonner, S. M. (2021). Conceptualizing and using classroom assessment to support students’ learning and self-regulation. In S. L. Nichols & D. Varier (Eds.), Theory to Practice: Educational Psychology for Teachers and Teaching (Volume 1) Teaching on Assessment (pp. 83-106). Information Age Publishing.
  • Bonner, S. M., & Chen, P. P. (2021). Development and Validation of the Survey of Unorthodox Grading Beliefs for Teachers and Teacher Candidates. Journal of Psychoeducational Assessment. 39(6), 746-760. doi:10.1177/07342829211015462
  • Bonner, S. M., Chen, P. P., Jones, K. E., & Milonovich, B. M. (2021). Formative assessment of computational thinking: Cognitive and metacognitive processes. Applied Measurement in Education. 34(1), 27-45.
  • Bonner, S. M., Diehl, K., & Trachtman, R. (2020). Teacher belief and agency development in bringing change to scale. Journal of Educational Change, 21(2), 363-384. doi: 10.1007/s10833-019-09360-4.
  • Chen, P. P., & Bonner, S. M. (2020). A framework for classroom assessment, learning, and self- regulation. Assessment in Education: Principles, Policy, and Practice. doi: 10.1080/0969594X.2019.1619515
  • Bonner, S. M. & Chen, P. P. (2019). Systematic Classroom Assessment: An Approach for Learning and Self-Regulation, 1st edition. Routledge: NY.
  • Bonner, S. M. & Chen, P. P. (2019). The composition of grades: Achievement and other factors. In T. Guskey and S. Brookhart, What We Know about Grading: What Works, What Doesn’t, and What’s Next. Association for Supervision and Curriculum Development.
  • Bonner, S. M., Torres-Rivera, C., & Chen, P. P. (2018). Standards and assessment: Coherence from the teacher’s perspective. Educational Assessment, Evaluation and Accountability, 30(1), 71-92. doi: 10.1007/s11092-017-9272-2
  • Bonner, S. M., & Stevens, A. (2017) The effect of providing instructional facilitation on student college readiness. Instructional Science, 45(6), 769-787.
  • Bonner, S. M., Somers, J. A., Rivera, G. J., & Keiler, L. S. (2017). Effects of student-facilitated learning on instructional facilitators. Instructional Science, 45(4), 417-438.
  • Chen, P. P. & Bonner, S. M. (2017). Inservice teachers’ grading beliefs and constructivist teaching beliefs. Educational Assessment, 22(1), 18-34.
  • Bonner, S. M. (2016). Teachers’ perceptions about assessment: Competing narratives. In G. T. L. Brown & L. R. Harris (Eds.), Handbook of Human and Social Conditions in Assessment (pp. 21-39). Routledge.
  • Lui, A. M., & Bonner, S. M. (2016). Preservice and inservice teachers’ knowledge, beliefs, and instructional planning in primary school mathematics. Teaching and Teacher Education, 56, 1-13. doi:
  • Bonner, S. M. (2013). Validity in classroom assessment: Purposes, properties, and principles. In J. H. McMillan (Ed.), Sage Handbook of Research on Classroom Assessment (pp. 87-106). Sage Publications.
  • 2023 to 2026 Co-Principal Investigator, “Computer Science Advancement and Internships in the Middle Major,” National Science Foundation, Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program). $199, 948. Principal Investigator: K. St. John.
  • 2018 to 2020 Principal Investigator, “Integrating Formative Assessment of Computational Thinking with Self-Regulated Learning,” National Science Foundation Discovery Research PK-12, $448, 195.
  • 2018 to 2023 Co-Principal Investigator, “Louis Stokes STEM Pathways and Research Alliance: NYC LSAMP Alliance,” National Science Foundation Alliances-Minority Participation, $3,999,860.00. Principal Investigator: J. L. Cruz.
  • 2011 to 2017 Co-Principal Investigator, “MSPinNYC2—A New Partnership to Transform Urban Secondary School Mathematics and Science Experiences,” National Science Foundation Math and Science Partnership Grant, $12,179,373. Principal Investigator: P. Mills.