Ricardo Primi

Psychologist from PUC-Campinas, PhD in School Psychology and Human Development from the University of São Paulo, partially developed at Yale University (USA). Coordinator of the Laboratory of Psychological and Educational Evaluation (LabAPE). His research was financed by CNPq (productivity in research), FAPESP, CAPES and the Ayrton Senna Institute (IAS). He is an Associate Professor at the Graduate Program in Psychology at the São Francisco University (Master’s and PhD degrees in Psychological Assessment). He is a member of eduLab21’s scientific advisory board at Ayrton Senna Institute. In 2009 he was a visiting professor at the University of Toledo (Ohio, USA), sponsored by a Fulbright/CAPES scholarship. He was a visiting researcher in 2020 at the Institute for Research in Personality and Social Psychology at the University of California, Berkeley, sponsored by a CAPES grant and a visiting researcher at the Lemann Center in the Graduate Program in Education at Stanford University. In 2017, he joined the DAEB’s Advisory Committee on Statistics and Psychometrics and the PISA 2021’s expert group on questionnaires coordinated by the Educational Testing Service (ETS). He teaches courses in Psychological Assessment, Statistics, Psychometrics, Response Theory and Structural Equation Modeling, and oversees research papers in Intelligence and Personality Assessment. He has more than 192 published works among articles, chapters and books and has graduated more than 37 students (among masters’, doctor’s and post-doctoral degrees)..


Research and Studies


Development and psychometric properties of rubrics for assessing social-emotional skills in youth. 
Pancorbo, G., Primi, R., John, O. P., Santos, D., Abrahams, L., & De Fruyt, F. (2020).  STUDIES IN EDUCATIONAL EVALUATION, 67.

Comparison of classical and modern methods for measuring and correcting for acquiescence.
Primi, R.
, Santos, D., De Fruyt, F., & John, O. P. (2019). British Journal of Mathematical and Statistical Psychology, 72(3), 447–465.

True or false? Keying direction and acquiescence influence the validity of social-emotional skill items in predicting high school achievement in Brazil. Primi, R., De Fruyt, F., Santos, D., Antonoplis, S., & John, O. P. (2019). T International Journal of Testing.  

Anchoring vignettes: can they make adolescent self-report of social and emotional skills more reliable, discriminant, and criterion-valid? Primi R., Zanon C., Santos D., De Fruyt F., & John O. (2016).  European Journal of Psychological Assessment, 32(1), 39–51.

Development of an inventory assessing social and emotional skills in Brazilian youth.
Primi R
., Santos D., De Fruyt F., & John O. (2016).  European Journal of Psychological Assessment, 32(1), 5–16.

Book Chapters

Dealing with person differential item functioning in social-emotional skill assessment using anchoring vignettes.  
Primi, R., Santos, D., John, O. P., De Fruyt, F., Hauck-Filho, N. (2018).  In M., Wiberg,S., Culpepper,R., Janssen,J., González,D. Molenaar, (Eds.), Quantitative psychology (Vol. 233, pp. 275-286). Springer, Cham.

Estudo especial sobre alfabetismo e competências socioemocionais na população adulta brasileira 
John O., Primi R., De Fruyt., & Santos D. (2016). . Book chapter, INAF Report.