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Biographical Data

Pasquale DeVito (Chair) is the former director of the Office of Assessment and Information Services for the Rhode Island Department of Education. He was recently named the Director of the Board on Testing and Assessment. His research and expertise include educational research, measurement, and evaluation and related policy making. Dr. DeVito has a Ph.D. in educational research, measurement, and evaluation from Boston College.

Linda Rochelle Bryant is principal of Westwood Elementary School in Pittsburgh, Pennsylvania. She is a former science teacher of elementary and middle school students and has served as a member of the National Assessment Governing Board and as chair of the math/science committee of the National Assessment of Educational Progress. She received a B.A. in elementary education from the University of South Carolina and an M.A. in elementary education from the University of Pittsburgh.

Catherine Melody Carswell is an associate professor of psychology at the University of Kentucky. Her principal research interests are the effects of interface design on performance in human-machine and user-product systems. Dr. Carswell has published extensively on subjects such as graph comprehension, the perceptual organization of visual displays, and the effects of personal preference on display usability. She received her Ph.D. from the University of Illinois, Urbana-Champaign.



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Page 137 Biographical Data Pasquale DeVito (Chair) is the former director of the Office of Assessment and Information Services for the Rhode Island Department of Education. He was recently named the Director of the Board on Testing and Assessment. His research and expertise include educational research, measurement, and evaluation and related policy making. Dr. DeVito has a Ph.D. in educational research, measurement, and evaluation from Boston College. Linda Rochelle Bryant is principal of Westwood Elementary School in Pittsburgh, Pennsylvania. She is a former science teacher of elementary and middle school students and has served as a member of the National Assessment Governing Board and as chair of the math/science committee of the National Assessment of Educational Progress. She received a B.A. in elementary education from the University of South Carolina and an M.A. in elementary education from the University of Pittsburgh. Catherine Melody Carswell is an associate professor of psychology at the University of Kentucky. Her principal research interests are the effects of interface design on performance in human-machine and user-product systems. Dr. Carswell has published extensively on subjects such as graph comprehension, the perceptual organization of visual displays, and the effects of personal preference on display usability. She received her Ph.D. from the University of Illinois, Urbana-Champaign.

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Page 138 Maryellen Donahue is director of Research, Assessment, and Evaluation for the Boston Public Schools. She has published and presented on various aspects of assessment including its role in accountability, quality standards, and implementation issues in performance assessment. She obtained a B.A. in English and Sociology from Maryville University, a M.A. in reading from the University of Massachusetts, and has completed doctoral work in educational measurement at Boston College. Louis M. Fabrizio is director of the Division of Accountability Services of the North Carolina Department of Public Instruction. He has previously worked as assessment and evaluation consultant to CTB/McGraw-Hill, Head Start director, and mathematics and science teacher. He serves as a member of the Technical Advisory Committee for the Voluntary National Test and the assessment subcommittee for the Education Information Advisory Committee. He received a B.S in physics from Georgetown University and a M.S. in education administration and supervision from North Carolina State University. LeAnn M. Gamache is director of Assessment and Evaluation for Littleton Public Schools in Littleton, Colorado. Previously, Dr. Gamache served as the Director of Psychometric Services at ACT. She has published and presented on several aspects of assessment including statistical comparison of test items, gender differentiated prediction, and the role of testing in training. Dr. Gamache received her Ph.D. in educational measurement and statistics from the University of Iowa. Douglas J. Herrmann is chair of the Department of Psychology at Indiana State University. He was the founding director of the Collection Procedures Research Laboratory at the U.S. Bureau of Labor Statistics, and has served as senior cognitive psychologist at the National Center for Health Statistics. He has written and edited several textbooks on the psychology of memory. He received a Ph.D. in experimental psychology from the University of Delaware. Kaeli Knowles is a program officer with the Board on Testing and Assessment at the National Academy of Sciences/National Research Council. Concurrent with her work on the Committee on the National Assessment of Educational Progress Reporting Practices, she works with the Committee on Assessment and Teacher Quality. Prior to joining BOTA, she was

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Page 139 employed as a guidance counselor for five years. She has a B.A. in psychology from the University of Richmond, a M.Ed. in counseling from the University of Virginia, and a Ph.D. in educational psychology from the University of Maryland. Judith Anderson Koenig (Study Director) is a program officer with the Board on Testing and Assessment at the National Academy of Sciences/ National Research Council. Previously, she worked for the Association of American Medical Colleges where she was a senior research associate for the Medical College Admission Test program. She has a B.A. in special education from Michigan State University, a M.A. in psychology from George Mason University, and is enrolled in a doctoral program in measurement, statistics, and evaluation at the University of Maryland, College Park. Karen J. Mitchell is a senior program officer with the Board on Testing and Assessment at the National Academy of Sciences/National Research Council. Previously, she was at RAND, where she conducted research on student assessment, education reform, and education policy. She has a B.A. in early childhood and elementary education from Wesleyan College and M.S. and Ph.D. degrees, both in educational research methodology, from Cornell University. Audrey Qualls is an associate professor of educational measurement and statistics at the University of Iowa. Her research and expertise include development of large-scale achievement assessments and indicators of early learning, score reliability, and appropriate uses of standardized test information. Dr. Qualls has a Ph.D. in educational measurement and statistics from the University of Iowa. She previously served as a member of the NRC Committee on Appropriate Test Use. Mark Daniel Reckase is a professor of measurement and quantitative methods in the Department of Counseling, Educational Psychology and Special Education at Michigan State University. His research focuses on modeling of the interaction of persons and test items; multidimensional models of the persons item interactions; and computer applications to measurement of cognitive skills. He has numerous publications on innovative assessment approaches, item response theory, performance assessment, and computer applications to testing. He received a Ph.D. in psychology from Syracuse University.

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Page 140 Duane L. Steffey is an associate professor of mathematical and computer sciences at San Diego State University. Previously, he served as a study director with the Committee on National Statistics with the National Academy of Sciences/National Research Council. He has published on statistical methods, particularly on hierarchical Bayesian modeling, and has engaged broadly in interdisciplinary research and consulting. He received a Ph.D. in statistics from Carnegie Mellon University.