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Pellegrino's research focuses on children's and adults' thinking and learning and the implications of cognitive research and theory for assessment and instructional practice. Trained as a psychologist, his work crosses many boundaries. His goal is to better understand the nature of students' knowledge in specific disciplines and the conditions that enhance flexible conceptual understanding. Much of his current work is focused on analyses of complex learning and instructional environments. Increasingly, his research and writing has focused on the role of cognitive theories and technology in educational reform and translating results from the educational and psychological research arenas into implications for practitioners and policy makers. A special concern of his research is the incorporation of effective formative assessment practices, assisted by technology, to maximize student learning and understanding. Pellegrino has served in numerous scholarly leadership roles.