About the Authors
Jon J. Alexiou
Jon J. Alexiou is Client Relations Director in the Higher Education Division at Educational Testing Service (ETS). In his current position, Alexiou acts as a liaison between ETS and the nation's community college movement, and works directly with the League for Innovation in the Community College, the American Association of Community Colleges and other organizations and associations related to higher education.
Prior to joining ETS, Alexiou was with Miami-Dade Community College (MDCC) in Miami, Fla., for 33 years until his retirement. During his tenure at MDCC, he served in a variety of capacities, including Chief Academic Officer and President, Vice President for Education, Dean of Academic Affairs, professor and administrator.
Alexiou currently oversees a number of initiatives and efforts with community colleges in areas such as technology, distance education, workforce development, college preparatory instruction, disadvantaged and minority student participation, international education, honors education and the role of the community college. He has taken leadership roles in numerous task forces and committees, as well as international, national and statewide organizations. Alexiou has been active in the application of assessment and certification in the Homeland Security arena and serves on the Board of the Prepare America Initiative. He is also a frequent speaker and presenter on a wide range of issues in education.
Alexiou holds a Ph.D. from the University of Miami in modern Chinese studies and a B.A. and M.A. from the University of Kansas.
Carol A. Dwyer
Carol A. Dwyer retired in 2008. During her tenure at ETS, she was awarded the honor of being a Distinguished Presidential Appointee. While she was at ETS, Dwyer directed major test development, research, policy and administrative units. Her work has been concerned with assessment and equity as they relate to teaching and learning in both higher education and K–12 settings. Dwyer's work included both policy analysis and technical aspects of assessment theory, development, interpretation and use. She has published extensively in the field of assessments' validity, with an emphasis on using construct validity theory in test design to promote test quality, fairness and appropriate use. She has also written about fairness and gender issues in communication skills, mathematical reasoning, grading practices, educational competitions and other non-test-achievement indicators.
Dwyer was also the Principal Investigator for Research and Dissemination for the federally funded National Comprehensive Center for Teacher Quality (NCCTQ). The NCCTQ's mission is to strengthen the quality of teaching, especially in high-poverty, low-performing and hard-to-staff schools.
Dwyer's interests include research and development of new forms of assessment. She was the architect and overall leader of The Praxis Series® of national teacher licensing tests and personally directed the innovative teacher performance assessment effort known as Praxis III®.
Dwyer has been active in professional associations. She has served two terms on the board of the American Educational Research Association (AERA) and served one term as head of AERA's Division of Measurement and Research Methodology. She has served as President of the American Psychological Association's Division of Educational Psychology as well as the Division of Evaluation, Measurement, and Statistics. She has been a member of APA's governing board and the Board of Educational Affairs. She is also a fellow of APA's divisions of General Psychology; Educational Psychology; the Psychology of Women; and Evaluation, Measurement and Statistics. For two terms she served as chair of APA's Committee on Psychological Tests and Assessments and was named APA 2003 Distinguished Scientist Lecturer for her work in test validity. She was named a Fellow of the American Association for the Advancement of Science in 2006.
Dwyer received her bachelor's degree in psychology from Barnard College in New York City and her doctoral degree in educational psychology from the University of California at Berkeley.
Catherine M. Millett
Catherine M. Millett is a senior research scientist in the Policy Evaluation and Research Center at Educational Testing Service in Princeton, N.J. Her research focuses on educational access, student performance and achievement, educational equity and student financing for various population groups in the United States at the postsecondary educational level.
She co-leads an evaluation of the Goldman Sachs Foundation's Signature Initiative "Developing High-Potential Youth." She is also the co-principal investigator of a national study of college student retention titled
She serves on the Technical Review Panel for the Educational Longitudinal Study 2002 (ELS) as well as the Beginning Postsecondary Study 2004/06 (BPS: 2004/06), both sponsored by the National Center for Education Statistics (NCES). Millett was a visiting lecturer at the Woodrow Wilson School of Public Policy at Princeton University in 2004 and 2005. From 1994 to 2003, Millett held various research positions at the University of Michigan. From 1989 to 1994, she was the Housing Officer for Harvard College. She received her B.A. degree in economics from Trinity College, Hartford, CT; her Ed.M. in administration planning and social policy from the Harvard Graduate School of Education; and her Ph.D. in public policy in higher education from the University of Michigan. She served on the University of Michigan School of Education Alumni Society Board of Governors.
Millett is a member of the Association of the Study of Higher Education (ASHE), the American Education Research Association (AERA), the Association for Institutional Research (AIR) and the American Association of University Women (AAUW).
David G. Payne
As Vice President & COO for College and Graduate Programs, David Payne heads the GRE® program, as well as higher education outcomes assessments such as the Major Field Tests and the iSkills™ Assessment. He recently led efforts to create the My Credentials Vault® service, which allows graduate and professional program applicants to manage recommendations and other key documents. Payne also works closely with the GRE Board, graduate education organizations and colleges, universities and public education systems. He also helps to identify assessment needs in the graduate and professional markets — both domestic and international — and to develop external relationships. Payne’s efforts to assist low income, first-generation and underrepresented minority students interested in graduate education earned him the Distinguished Service Award in 2005 from the Council for Opportunity in Education/Council of Graduate Schools Joint McNair Committee.
Prior to his current role, Payne served as Associate Vice President for the Graduate and Four-Year Business Programs in the Higher Education & School Assessments division. During his tenure, he oversaw the introduction of new content for the GRE® General Test, as well as the launch of the ETS® Personal Potential Index (ETS® PPI), a standardized noncognitive skills evaluation for use in graduate admissions.
Prior to joining ETS in 2003, Payne was Vice Provost and Dean of the Graduate School at SUNY Binghamton. During his tenure at Binghamton, he also served as Director of Distance Education and was a tenured professor in the department of psychology.
Payne holds bachelor's and master's degrees in experimental psychology from SUNY Cortland and a Ph.D. in cognitive psychology from Purdue University. He is a Fellow of the American Psychological Association and the Association for Psychological Science, and has received numerous grants, fellowships and awards. Payne has published five books, nine book chapters and more than 100 articles, technical reports and papers. He served as Executive Director of the Society for Applied Research in Memory and Cognition and has served as a member of the organization's governing board. Payne also has been an editorial consultant for numerous psychology journals.
Leslie M. Stickler
Leslie M. Stickler is an alumna of The College of New Jersey and a current student at Bryn Mawr College's Graduate School of Social Work and Social Research, where she is studying social policy. During her tenure as a research assistant at ETS, she contributed to the Culture of Evidence reports by researching higher education assessment tools and processes, writing sections of the reports, and managing professional collaborations between the co-authors, advisory panel members and representatives of fellow testmakers.