Classroom Assessment Committee

Committee Members

Chairs of the Committee

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.

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.

Members of the Committee

Mark Wilson (Ph.D) is a Professor in the Graduate School of Education at the University of California, Berkeley. Dr Wilson's interests focus on measurement and applied statistics. His work spans a range of issues in measurement and assessment from the development of new statistical models for analyzing measurement data, to the development of new assessments in subject matters such as science education, patient-reported outcomes and child development, to the use of educational assessment data in accountability systems.

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.

Jade Caines Lee (Ph.D.) is an Assistant Professor & Coordinator of Online Programs at Clark Atlanta University. Her work centers on validity and fairness issues in instrument development; interventions that may improve teaching and learning; and practitioner research related to assessment and evaluation design. Dr. Lee began her career as a K-12 public school teacher. She primarily taught middle school English in metro Atlanta and New York City for almost a decade. She has also worked in various research capacities including the National Center for Research on Evaluation, Standards, & Student Testing at UCLA and the Board of Regents of the University System of Georgia. She received her undergraduate degree in Urban Education from Stanford University and her doctorate in Educational Studies from Emory University.

James McMillan (Ph.D.) is Distinguished Career Professor and Professor Emeritus at the School of Education, Virginia Commonwealth University, following over 40 years of teaching, research, and service in administrative positions as department chair, interim associate dean of academic affairs, and center director. His current research interests include measurement and understanding of student perceptions of classroom assessment, the effect of assessment on learning and motivation, and the nature of student mistakes and learning errors. Dr. McMillan serves as series editor for the Student Assessment in Education set of volumes (Routledge), was co-editor of Classroom Assessment and Educational Measurement (with Susan Brookhart, 2020), editor of the Sage Handbook of Research on Classroom Assessment (2013) and author of Classroom Assessment: Principles and Practice that Enhance Student Learning and Motivation (2018) and Using Students’ Assessment Mistakes and Learning Deficits to Enhance Motivation and Learning (2018). He completed his Ph.D. at Northwestern University.

K. Renae Pullen has been an educator in Louisiana for over 20 years. She has taught at Riverside Elementary School and Herndon Magnet School, and she has been an adjunct professor . Currently, she is an elementary science specialist for Caddo Parish Public Schools in Shreveport, Louisiana, and she is a member of the Caddo Teaching Academy faculty. Ms. Pullen served on the NASEM committee that produced English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives, and she is currently a member of the Board on Science Education for the National Academies of Sciences and serves on the NSF’s STEM Education Advisory Panel. Ms. Pullen has received numerous awards including several grants, a Fund for Teachers fellowship to study creativity, and STEM in Spain and the Presidential Award for Excellence in Math and Science Teaching.

Michele Carney (Ph.D.) is an associate professor of mathematics education at Boise State University. She worked as a teacher, math coach, district math coordinator, and professional development specialist for several years prior to starting her role at Boise State. Her current research centers on working with teachers and administrators to continually improve classroom assessment and instructional practice in the area of mathematics. A specific aspect of her research involves examining how assessment validity is conceptualized and expressed in mathematics education. She currently serves as the director of the Regional Math Center which provides mathematics professional development to over 5000 K-12 educators in Idaho.

Dustin Van Orman (M.A.) is a doctoral candidate in Educational Psychology at Washington State University (WSU). His focus is on how effective assessment and teaching practices can be leveraged to enhance the learning process for students and build lifelong learning skills. His dissertation work examines formative assessment in teacher education and teacher candidates’ formative classroom assessment literacy. He currently teaches a classroom assessment course for secondary preservice teachers and is a Research Assistant in the Multimedia in Education: Research with Instructional Techniques (MERIT) Laboratory at WSU. He is also a graduate student representative to the executive board of the Classroom Assessment special interest group in the American Education Research Association. Dustin has served as an educator (pre-K-16) in Washington State and China for 10 years in a variety of roles, including as a marine science, English, Spanish, and social studies teacher, and English teacher educator. He holds degrees in European Studies: Linguistics and Spanish (BA), and Sociology (BA) from Seattle Pacific University, and Applied Linguistics (MA) from the University of Nottingham in Ningbo, China.

Formative Assessment for Classroom Teachers (FACT) Editors

Heidi Andrade (Ed.D.) is a 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.

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.

Past Members of the Task Force

Kristen Huff (Ed.D.) (Former CATF Co-Chair) 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.) (Former CATF Co-Chair) 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.