Educational Assessment, Accountability and Equity: Conversations on Validity Around the World


Eva L. Baker
University of California, Los Angeles

Eva Baker is a Distinguished Professor in the divisions of Psychological Studies in Education and Social Research Methodology at the UCLA Graduate School of Education and Information Studies. Dr. Baker has directed the UCLA Center for the Study of Evaluation (CSE) since 1975. She is also the current Director of the National Center for Research on Evaluation, Standards, and Student Testing (CRESST), a competitively awarded national institution funded by the U.S. Department of Education.

Baker is a member of the National Academy of Education and a recipient of the 2007 ETS Henry Chauncey Award for Distinguished Service to Assessment and Educational Science. She was a congressionally appointed member of the National Council on Education Standards and Testing and chair of the Board on Testing and Assessment, National Research Council, The National Academies (2000–2004). Baker is a former president of the American Educational Research Association (2006–2007), former president of the Educational Psychology Division of the American Psychological Association, and a former editor of Educational Evaluation and Policy Analysis. She was co-chair of the committee to revise the Standards for Educational and Psychological Testing (1999). She has an extensive bibliography.

Baker's research is focused on the integration of instruction and measurement, including design and empirical validation of principles for developing instructional systems, and new measures of complex human performance. She is presently involved in the design of technologically sophisticated testing and evaluation systems of assessment in large-scale environments for both military and civilian education.

Michael J. Feuer
George Washington University

Michael J. Feuer is Dean of George Washington University's Graduate School of Education and Human Development. Prior to this, he served as the Executive Director of the Division of Behavioral and Social Sciences and Education in the National Research Council of the National Academies, where he had previously directed the Board on Testing and Assessment and the Center for Education. He previously served as a senior analyst at the Congressional Office of Technology Assessment, where he specialized in educational technology and measurement. He has held faculty positions at Drexel and Georgetown and has been a senior adviser to a number of foundations and educational institutions in the U.S., Europe and Israel.

Dr. Feuer holds a Ph.D. in public policy from the University of Pennsylvania and an M.A. from the Wharton School. He graduated cum laude from Queens College (CUNY) with a major in English literature and journalism and studied public administration at the Hebrew University of Jerusalem, and political science at the Sorbonne. He has published widely in education, economics and public policy journals, and has written essays, reviews and poems in newspapers and magazines. His most recent book, Moderating the Debate: Rationality and the Promise of American Education, was published by Harvard Education Press in 2006. Feuer was the Milton Angoff Lecturer at ETS in February of 2011. He is an elected member of the National Academy of Education and fellow of the American Association for the Advancement of Science and the American Educational Research Association.

Michael T. Kane
Educational Testing Service

Michael T. Kane is the Messick Chair in Test Validity at Educational Testing Service. From September 2011 to August 2009, he served as Director of Research at the National Conference of Bar Examiners. From 1991 to 2001, he was a professor in the School of Education at the University of Wisconsin, where he taught measurement theory in the Department of Kinesiology. From 1982 to 1991, Dr. Kane served as a Vice President for research and development and as a senior research scientist at American College Testing (ACT) in Iowa City. He also served as Director of Test Development at the National League for Nursing from 1976 to 1982. His main research interests are validity theory and practice, generalizability theory, licensure and certification testing and standard setting. Kane holds a Ph.D. in education and an M.S. in statistics from Stanford University. He also has a B.S. from Manhattan College and M.A. from SUNY in physics

Adrie Visscher
University of Twente, The Netherlands

Adrie Visscher is an associate professor of Behavioural Sciences at the University of Twente in the Netherlands, where he has been teaching and researching school effectiveness since 1983. He is especially interested in the organizational and management aspects of educational institutions, and in how school performance feedback can support improving school performance. Currently, he is involved in projects on data-driven teaching in which staff in schools are trained for two years with respect to how they can analyse their performance data, and translate the findings into goals to be achieved, and instructional strategies to be carried out. The effects of the longitudinal training course on school quality are studied in 150 schools.

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