dacarras
Hi, i’m Diego or dacarras. I’m a methodologist who works in large-scale assessments (ILSA) studies. I do research in psychometrics, and on inferential challenges. I do applied work on civic education, teachers research, and judges behaviour.
Short bio
I hold an academic position at the Pontificia Universidad Católica de Chile as an Assistant Research Professor for the Centro de Medición MIDE UC. I have a Doctoral degree in Psychology and a Master of Research in Psychological Methods from the University of Sussex. I regularly teach post-grad courses in quantitative methods, including item response models, latent variables, and multilevel models. I often participate as an instructor of large-scale assessment research workshops using R and Mplus. My research focuses on methodological challenges present to nested observations, including measurement and inferential problems. This research line includes methodological challenges common to school comparisons and learning environments research embedded in large-scale assessment studies. I often do multidisciplinary work and am fortunate to collaborate with colleagues from psychometrics, education, psychology, sociology, law, and political science. I focus on substantive applications in civic education, teachers in schools, judges voting behavior, and psychometrics research in large-scale assessment.
Interested in having a workshop at your university or workplace? drop me an email.
Exemplary publications
Psychometrics
Carrasco, D., Rutkowski, D., & Rutkowski, L. (2023). The advantages of regional large-scale assessments: Evidence from the ERCE learning survey. International Journal of Educational Development, 102(May), p. 102867. Retrieved from https://doi.org/10.1016/j.ijedudev.2023.102867
Carrasco, D., Irribarra, D. T., & González, J. (2023). Continuation Ratio Model for Polytomous Responses with Censored Like Latent Classes. In M. Wiberg, D. Molenaar, J. González, J.-S. Kim, & H. Hwang (Eds.), Quantitative Psychology (pp. 243–256). Springer. https://doi.org/10.1007/978-3-031-27781-8_22
Carrasco, D., Irribarra, D.T., González, J. (2022). Continuation Ratio Model for Polytomous Items Under Complex Sampling Design. In: Wiberg, M., Molenaar, D., González, J., Kim, JS., Hwang, H. (eds) Quantitative Psychology. IMPS 2021. Springer Proceedings in Mathematics & Statistics, vol 393. Springer, Cham. https://doi.org/10.1007/978-3-031-04572-1_8
Carrasco, D., Treviño, E., López Hornickel, N., & Castillo, C. (2021). Students Ratings Their Open Classroom Discussion. In M. Wiberg, D. Molenaar, J. González, U. Böckenholt, & J.-S. Kim (Eds.), Quantitative Psychology (pp. 463–475). Springer International Publishing. https://doi.org/10.1007/978-3-030-74772-5_41
Civic Education
Carrasco, D., & Pavón, A. (2021). Tolerance of corruption among students in Latin America. In E. Treviño, D. Carrasco, E. Claes, & K. Kennedy (Eds.), Good Citizenship for the Next Generation. A Global Perspective Using IEA ICCS 2016 Data. Springer International. https://link.springer.com/chapter/10.1007/978-3-030-75746-5_7
Treviño, E., Carrasco, D., Claes, E., & Kennedy, K. (2021). Good Citizenship for the Next Generation (E. Treviño, D. Carrasco, E. Claes, & K. J. Kennedy (eds.); Vol. 12). Springer International Publishing. https://doi.org/10.1007/978-3-030-75746-5
Carrasco, D., Banerjee, R., Treviño, E., & Villalobos, C. (2020). Civic knowledge and open classroom discussion: explaining tolerance of corruption among 8th-grade students in Latin America. Educational Psychology, 40(2), 186–206. https://doi.org/10.1080/01443410.2019.1699907
Teachers in schools
Órdenes, M., Treviño, E., Escribano, R., & Carrasco, D. (2022). Teacher motivation in Chile: Motivational profiles and teaching quality in an incentive-based education system. Research in Education, 0(0), 003452372210905. https://doi.org/10.1177/00345237221090541
Escribano, R., Treviño, E., Nussbaum, M., Torres Irribarra, D., & 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(October 2019), 102125. https://doi.org/10.1016/j.ijedudev.2019.102125
Carrasco, D., Manzi, J., & Treviño, E. (2018). Trayectorias laborales de los docentes : ¿dónde, cuándo y bajo qué condiciones dejan su primer trabajo? Temas de La Agenda Pública, (105). Retrieved from https://politicaspublicas.uc.cl/wp-content//uploads/2018/09/Trayectorias-laborales-de-los-docentes.pdf
Learning Environment research
Carrasco, D., Banerjee, R., López-Hornickel, N., & Treviño, E. (2022). Indirect effects of bullying on school mathematics achievement in Chile. Studies in Educational Evaluation, 74(April), 101172. https://doi.org/10.1016/j.stueduc.2022.101172
Judges Behaviour
Pavón Mediano, A., Carrasco Ogaz, D., & Pardow Lorenzo, D. (2023). Ideología y comportamiento judicial en jueces de carrera: Estimación de puntos ideales en la Corte Suprema de Chile (2009-2019). Revista de Ciencia Política (Santiago). https://doi.org/10.4067/s0718-090x2023005000107
Pavón Mediano, A., & Carrasco, D. (2019). Ideology beyond partisanship: The behavior of judges on freedom of information cases in Chile. Government Information Quarterly. https://doi.org/10.1016/j.giq.2019.05.007