James H. McMillan, Ph.D.

Professor, Foundations of Education

James H. McMillan, Ph.D.


  • Ph.D. in educational psychology, Northwestern University
  • M.A. in college student personnel, Michigan State University
  • B.A. in biology, Albion College

Research interests

Classroom assessment, students’ mistakes and learning errors, quantitative research design and measurement

Career highlights

  • Served as executive director of the Metropolitan Educational Research Consortium (MERC), a partnership between VCU and seven Richmond area school divisions, for 20 years
  • Earned the VCU School of Education’s Charles Ruch Teaching Award in 2013
  • Delivered keynote presentations across the United States and in several foreign countries
  • Have had books translated into three foreign languages

Dr. McMillan book cover for bio pageRecent publications/projects

  • Edited the forthcoming Routledge book series, “Student Assessment for Educators”
  • McMillan, J. H. (2018). Using Student Assessment Mistakes and Learning Errors to Enhance Motivation and Learning. New York: Routledge.
  • McMillan, J. H. (2018). Classroom Assessment: Principles and Practice for That Enhance Student Learning and Motivation (7/e). Boston: Pearson Education.
  • McMillan, J. H. (Ed.) (2013). Sage Handbook of Research on Classroom Assessment. Sage Publications.


Dr. James McMillan has completed nearly four decades of work in higher education, mostly as a VCU School of Education professor teaching educational psychology, research and measurement. In addition to his duties as a faculty member, he has served as a department chair, as director of a research consortium, and as the school’s interim associate dean of academic affairs.

McMillan’s career has included the development of a doctoral program in research and evaluation, active participation in national professional associations, and authorship of numerous professional books, journal articles and presentations, where he has established a national/international reputation for contributions in classroom assessment.

His current work focuses on the measurement of student perceptions of science assessment, including the study of how students’ being wrong – making mistakes and learning errors on assessments – can facilitate motivation, self-regulation, perseverance, study skills and subsequent achievement.

Curriculum Vitae

(804) 828-3382