Classroom Assessment Task Force

Task Force Members

Chairs of the Task Force

Kristen Huff (Ed.D.) is Vice President, Assessment and Research at Curriculum Associates. Her work focuses on ensuring the coherence of design, interpretation, use, and policy across formative, interim, and summative assessment to advance equity and high-quality education for all students. Previously, she has worked on applying evidence center design approaches to the design of statewide tests used for accountability as well as college placement and admission tests. She is currently an associate editor for Applied Measurement in Education, and a member of the NCME Board of Directors. Kristen received her doctorate in Measurement, Research and Evaluation Methods from the University of Massachusetts Amherst.

Dale Whittington (Ph.D.) retired in December 2017 as the Director of Research & Accountability at the Shaker Heights Schools. A member of the NCME Board of Directors, she has held positions in NAAD, in AERA’s Classroom Assessment SIG & Division H and has served on several Ohio Department of Education advisory committees and state test directors’ groups. She was Associate Professor and Director of Teacher Education at John Carroll University. As a faculty member and now as an adjunct faculty member, she has taught courses in classroom assessment, research methods, statistics and educational psychology. She began her career as an Examiner and Program Director at ETS. She received her doctorate in Psychology: Measurement, Evaluation & Statistics at Columbia University.

Members of the Task Force

Heidi Andrade (Ed.D.) is an Associate Professor of Educational Psychology and Methodology at the University at Albany—SUNY. Her work focuses on the relationships between learning and assessment, with emphases on student self-assessment and self-regulated learning. She co-edited the Handbook of Formative Assessment (2010) and the SAGE Handbook of Research on Classroom Assessment (2013), edited a special issue of Theory Into Practice on classroom assessment (2009), and co-edited an issue of Applied Measurement in Education (2013). A long-term working relationship with arts educators in New York City has produced a collection of formative assessment tasks for the arts. She completed her graduate studies at Harvard University.

Alison L. Bailey (Ph.D.) is Professor of Human Development and Psychology at the University of California, Los Angeles, working on issues germane to children’s linguistic, social, and educational development, as well as academic language pedagogy and formative assessment with English learners. Her work has recently appeared in Teachers College Record, Educational Researcher, Review of Research in Education, TESOL Quarterly, and Educational Policy. She is a member of the NAEP Standing Committee on Reading and the National Academy of Sciences Committee for the Consensus Study on Supporting English Learners in STEM Subjects. She received her doctorate in Human Development and Psychology at Harvard University.

Susan M. Brookhart (Ph.D.) is a Professor Emerita at Duquesne University and an independent educational consultant. She was the 2007-2009 Editor of Educational Measurement: Issues and Practice and is currently an Associate Editor of Applied Measurement in Education. Her research interests include the role of both formative and summative classroom assessment in student motivation and achievement, the connection between classroom assessment and large-scale assessment, and grading. She was named the 2014 Jason Millman Scholar by the Consortium for Research on Educational Assessment and Teaching Effectiveness and received the 2015 Samuel J. Messick Memorial Lecture Award from ETS/TOEFL.

Neal Kingston (Ph.D.) is a Professor in the Educational Psychology Department at the University of Kansas and serves as director of the Achievement and Assessment Institute. His research focuses on improving large-scale assessments so they better support student learning, especially by using fine-grained learning maps as an organizing structure for formative assessment. Dr. Kingston started his career as a science teacher in Yonkers, New York. Before coming to KU in 2006, he worked as a researcher then executive at several educational testing companies and was Associate Commissioner for Curriculum and Assessment at the Kentucky Department of Education during the early years of the Kentucky Educational Reform Act.

Caroline Wylie (Ph.D.) is a Research Director in the Teacher and Student Research center at Educational Testing Service. Her current research centers on issues around balanced assessment systems, with a focus on the use of formative assessment to improve classroom teaching and learning. She has led studies related to the creation of effective, scaleable and sustainable teacher professional development focused on formative assessment, on the formative use of diagnostic questions for classroom-based assessment, and on the role of learning progressions to support formative assessment in mathematics. She received her doctorate in educational assessment from Queen’s University, Belfast, Northern Ireland. She has been living in the U.S. now for almost 20 years.