To make Excellence for All work, a significant amount of high quality technical work is necessary. NCEE has assembled a Technical Advisory Committee (TAC) made up of some of the world’s leading psychometricians, cognitive scientists and literacy experts. The TAC will establish qualification scores that reflect the best empirical data on the actual literacy and numeracy requirements of college level work in open-admissions postsecondary institutions, and assure that each program meets the prevailing professional standards for validity, reliability and fairness and is compatible with the Common Core State Standards issued by the National Governors Association and the Council of Chief State School Officers.
Howard T. Everson is Professor and Senior Fellow at the City University of New York’s Center for Advanced Study in Education. Prior to joining the City University, he was Professor of Psychology and Psychometrics at Fordham University. Dr. Everson’s research and scholarly interests focus on the intersection of cognitive psychology, instruction and assessment. He has contributed to developments in educational psychology, psychometrics and quantitative methods in psychology. He serves as consulting research scientist to number of organizations, including the American Councils for International Education, the American Institutes for Research, and the National Center on Education and the Economy.
Dr. Everson was founding director of the Educational Statistics Services Institute at the American Institutes for Research. He also served as Vice President for Academic Initiatives and Chief Research Scientist for the College Board, and was a Psychometric Fellow at the Educational Testing Service. Dr. Everson is a Fellow of both the American Educational Research Association and the American Psychological Association, a charter member of the American Psychological Society, and past-president of the Division of Educational Psychology (Division 15) of the American Psychological Association. He currently serves on APA’s Committee on Testing and Assessment Issues and the National Collegiate Athletic Association’s Advisory Panel on Research, and chairs the New York State Regents Examination’s Technical Advisory Panel.
James W. Pellegrino is Liberal Arts and Sciences Distinguished Professor and Distinguished Professor of Education at the University of Illinois at Chicago. He also serves as Co-director of UIC’s interdisciplinary Learning Sciences Research Institute. Previously he was Professor of Psychology and a Research Associate of the University of Pittsburgh’s Learning Research and Development Center, Professor of Education and Psychology at the University of California at Santa Barbara, Frank W. Mayborn Professor of Cognitive Studies at Vanderbilt University, where he also served as co-director of the Learning Technology Center and Dean of Vanderbilt’s Peabody College of Education and Human Development.
Dr. Pellegrino’s research and development interests focus on children’s and adult’s thinking and learning and the implications of cognitive research and theory for assessment and instructional practice. Much of his current work is focused on analyses of complex learning and instructional environments, including those incorporating powerful information technology tools, with the goal of better understanding the nature of student learning and the conditions that enhance deep understanding. A special concern of his research is the incorporation of effective formative assessment practices, assisted by technology, to maximize student learning and understanding.
Dr. Pellegrino’s has led several National Academy of Sciences/National Research Council study committees. These include chair of the Study Committee for the Evaluation of the National and State Assessments of Educational Progress, co-chair of the Study Committee on Learning Research and Educational Practice, and co-chair of the Study Committee on the Foundations of Assessment. He was a member of the Study Committee on Improving Learning with Information Technology and chaired the Panel on Research on Learning and Instruction for the Strategic Education Research Partnership. Most recently he completed service as a member of the Study Committee on Test Design for K-12 Science Achievement and currently serves on the Study Committee on Science Learning: Games, Simulations and Education. He is a lifetime National Associate of the National Academy of Sciences and a past member of the NRC’s Board on Testing and Assessment. In 2007 he was elected to lifetime membership in the National Academy of Education and has served on AERA’s Governing Council.
Lloyd Bond is a Consulting Scholar with the Carnegie Foundation for the Advancement of Teaching and Emeritus Professor of Education at the University of North Carolina, Greensboro. From 2002 to 2008 he was a Senior Scholar at Carnegie working in the area of assessment across several Carnegie Foundation programs. Dr. Bond obtained the Ph. D. in Psychology (1976) from the Johns Hopkins University, specializing in psychometrics and quantitative methods. He taught test theory and psychometrics at the University of Pittsburgh, and at the University of North Carolina (Greensboro).
Dr. Bond has published widely in the area of assessment, measurement theory and testing policy and has made fundamental contributions to the literature on measuring complex performance and cognitive process underlying test performance. He has held editorial positions on the leading journals in educational and psychological measurement and serves on numerous commissions and panels devoted to testing and testing policy. He is currently a member of the Data Analysis Committee of the National Assessment of Educational Progress (NAEP) and the Psychometric Panel of the College Board. Previously he served on the National Academy of Sciences’ Committee on Indicators of Science and Mathematics Education and their Committee on Science Assessment Standards. A fellow of both The American Psychological Association and the American Educational Research Association (AERA), Professor Bond is the recipient of numerous honors and awards, including the Presidential Citation from AERA for Contributions to Educational Measurement and an APA Distinguished Service Award for his work on the Joint Standards for Educational and Psychological Testing. He has served as a trustee for the College Board, and currently sits on the boards of the Human Resources Research Organization and CRESST.
Philip Daro is a Senior Fellow for Mathematics for America’s Choice where he focuses on programs for students who are behind and algebra for all. He also directs the partnership of the University of California, Stanford and others with the San Francisco Unified School District for the Strategic Education Research Partnership, with a focus on mathematics and science learning among students learning English or developing academic English. Recently, he chaired the workgroup that developed the Common Core State Standards for Mathematics.
Mr. Daro has directed, advised and consulted to a range of mathematics education projects. He currently serves on the NAEP Validity Studies panel, has chaired the mathematics standards committees for Georgia and Kentucky and chaired the Technical Advisory Group for ACHIEVE’s Mathematics Work Group. He also has served on the College Board’s Mathematics Framework Committee, the RAND Mathematics Education Study Panel, and several mathematics task forces for the State of California. A regular consultant to large urban school districts across the country, from the mid ‘80s until the 90s, he was the director of the California Mathematics Project for the University of California. He also worked with reading and literacy experts and panels on problems related to academic language development, especially in mathematics classroom discourse.
Richard P. Durán is a Professor at the Gevirtz Graduate School of Education, University of California, Santa Barbara. Prior to joining UCSB, he served as a research scientist at Educational Testing Service where he conducted studies on the validity of the SAT for use in predicting Latino students’ college achievement, the validity of the GRE test, and the validity of the Test of English as Foreign Language. Since joining UCSB Dr. Duran has conducted and published research on assessment validity and education policy, and educational interventions serving English language learners preparing for college. He has investigated how more effective instruction could be designed to improve the academic outcomes of culturally and linguistically diverse students who don’t perform well on standardized tests and who come from low-income families, and how students’ self awareness of their performance can lead to new notions of assessment. Most recently he has been conducting research on student learning in after-school computer clubs.
Dr. Duran has served as a member of the National Research Council Board on Testing and Assessment, and as a member of the NRC Committee on Appropriate Test Use that authored a congressionally mandated report on the validity of tests for high school graduation purposes. He currently serves as a member of the NAEP Validity Studies Panel and on the Technical Advisory Committees for the state assessment systems of New York, Washington and California.
Edward H. Haertel is the Jacks Family Professor of Education at Stanford University, where his research and teaching focus on quantitative research methods, psychometrics and educational policy, especially test-based accountability and the use of test data for educational program evaluation. Haertel’s early work investigated the use of latent class models for item response data. His recent research projects have included studies of standard setting and standards-based score interpretations, statistical properties of test-based accountability systems, metric-free measures of score gaps and trends, and the policy uses and consequences of test-based accountability. Recent publications include “Validating Standards-Based Test Score Interpretations” (2004, with W. A. Lorié), Uses and Misuses of Data for Educational Accountability and Improvement (2005 NSSE Yearbook, with J.L. Herman), “Reliability” (in Educational Measurement, 4th ed., 2006), and Assessment, Equity, and Opportunity to Learn (2008, co-edited with Pamela Moss, James Gee, Diana Pullin, and Lauren Young).
Dr. Haertel has served as president of the National Council on Measurement in Education, chairs the Technical Advisory Committee concerned with the design and evolution of California’s test-based school accountability system, chairs the NRC’s Board on Testing and Assessment, and from 2000 to 2003 chaired the Committee on Standards, Design, and Methodology of the National Assessment Governing Board. He has served on numerous state and national advisory committees related to educational testing, assessment, and evaluation, including the Joint Committee responsible for the 1999 edition of the Standards for Educational and Psychological Testing. Dr. Haertel has been a fellow at the Center for Advanced Study in the Behavioral Sciences and is a fellow of the American Psychological Association and a member of the National Academy of Education where he has served in several different leadership positions.
Joan Herman is Director of the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at UCLA. Her research has explored the effects of testing on schools and the design of assessment systems to support school planning and instructional improvement. Her recent work has focused on assessment validity and teachers’ use of formative assessment practices in mathematics and science. She also has wide experience as an evaluator of school reform. Dr. Herman’s work is noted for bridging research and practice. Among her books are Tracking Your School’s Success: A Guide to Sensible School-Based Evaluation; and A Practical Guide to Alternative Assessment, both of which have been popular resources for schools across the country.
A former teacher and school board member, Dr. Herman also has published extensively in research journals and is a frequent speaker to policy audiences on evaluation and assessment topics, advisor to state and local educational agencies, and a regular participant in projects for the National Academy of Sciences and the National Research Council. She served on the NAS’s Committee on the Design of Science Assessment, and is currently serving on the Roundtable on Education Systems and Accountability.Dr. Herman is past president of the California Educational Research Association and has been elected to a variety of leadership positions in the American Educational Research Association, National Organization of Research Centers, and Knowledge Alliance. Among her current involvements, she is editor of Educational Assessment, member of the Joint Committee for the Revision of the Standards for Educational and Psychological Measurement, member at large for AERA, and chair of the Board for Para Los Niños.
Robert L. Linn is a distinguished professor emeritus of education in the research and evaluation methods program of the University of Colorado. He has published over 250 journal articles and chapters in books dealing with a wide range of theoretical and applied issues in educational measurement. Dr. Linn’s research explores the uses and interpretations of educational assessments, with an emphasis on educational accountability systems. His work has investigated a variety of technical and policy issues in the uses of test data, including alternative designs for accountability systems and the impact of high-stakes testing on teaching and learning. He has received several awards for his contributions to the field, including the ETS Award for Distinguished Service to Measurement, the E.L Thorndike Award, the E.F. Lindquist Award, the National Council on Measurement in Education Career Award, and the American Educational Research Association Award for Distinguished Contributions to Educational Research.
Dr. Linn is a member of the National Academy of Education (NAEd) and a Lifetime National Associate of The National Academies. He has been an active member of the American Educational Research Association for more than 40 years and served as vice president of the AERA Division of Measurement and Research Methodology, vice chair of the joint committee that developed the 1985 Standards for Educational and Psychological Testing, and as president of AERA. He is a past president of the National Council on Measurement in Education, past editor of the Journal of Educational Measurement and editor of the third edition of Educational Measurement, a handbook sponsored by NCME and the American Council on Education. He was chair of the National Research Council’s Board on Testing and Assessment and served on the NRC’s Board of the Center for Education, and on the Advisory Committee for the Division of Behavioral and Social Sciences. He served as chair of the NAEd Committee on Social Science Research Evidence on Racial Diversity in Schools, and as chair of Committee on Student Achievement and Student Learning for the National Board for Professional Teaching Standards.
Catherine E. Snow is the Patricia Albjerg Graham Professor of Education at the Harvard Graduate School of Education. She received her Ph.D. in psychology from McGill and worked for several years in the linguistics department of the University of Amsterdam. Her research interests include children’s language development as influenced by interaction with adults in home and preschool settings, literacy development as related to language skills and as influenced by home and school factors, and issues related to the acquisition of English oral and literacy skills by language minority children. She has co-authored books on language development (e.g., Pragmatic Development with Anat Ninio) and on literacy development (e.g., Is Literacy Enough? with Michelle Porche, Patton Tabors and Stephanie Harris), and published widely on these topics in referred journals and edited volumes.
Dr. Snow’s contributions to the field include membership on several journal editorial boards, co-directorship at the origin of the Child Language Data Exchange System, and editorship for many years of Applied Psycholinguistics. She served as a board member at the Center for Applied Linguistics and a member of the National Research Council’s Committee on Establishing a Research Agenda on Schooling for Language Minority Children. She chaired the NRC’s Committee on Preventing Reading Difficulties in Young Children, which produced a report that has been widely adopted as a basis for reform of reading instruction and professional development. She has also served on the NRC’s Council for the Behavioral and Social Sciences and Education, and as president of the American Educational Research Association. A member of the National Academy of Education, Dr. Snow has held visiting appointments at the University of Cambridge, England, Universidad Autonoma in Madrid, and The Institute of Advanced Studies at Hebrew University in Jerusalem, and has guest taught at Universidad Central de Caracas, El Colegio de Mexico, Odense University in Denmark, and several institutions in The Netherlands.
Dylan Wiliam is Emeritus Professor of Educational Assessment at the University of London’s Institute of Education where he recently completed a term as the Institute’s Deputy Director. After a first degree in mathematics and physics, and one year teaching in a private school, he taught in inner-city schools for seven years, during which time he earned further degrees in mathematics and mathematics education. In 1984 he joined Chelsea College, University of London, which later became part of King’s College London. During this time he worked on developing innovative assessment schemes in mathematics before taking over the leadership of the mathematics teacher education program at King’s. Between 1989 and 1991 he was the Academic Coordinator of the Consortium for Assessment and Testing in Schools, which developed a variety of statutory and non-statutory assessments for the national curriculum of England and Wales. After his return to King’s, he completed his PhD, addressing some of the technical issues thrown up by the adoption of a system of age-independent criterion-referenced levels of attainment in the national curriculum of England and Wales.
From 1996 to 2001 Dr. Wiliam was the Dean and Head of the School of Education at King’s College London, and from 2001 to 2003, he served as Assistant Principal of the College. In 2003 he moved to the US, as Senior Research Director of the Learning and Teaching Research Center at the Educational Testing Service. His recent work has focused on the use of assessment to support learning (sometimes called formative assessment). He was the co-author, with Paul Black of a major review of the research evidence on formative assessment published in 1998 and has subsequently worked with many groups of teachers, in both the UK and the US, on developing formative assessment practices. Another current interest is how school-based teacher learning communities can be used to create effective systems of teacher professional development at scale.