Biographical Sketches of Committee Members and Staff
Lyle F. Bachman is professor and chair, Department of Applied Linguistics and TESL, University of California, Los Angeles. He is a past president of the American Association for Applied Linguistics and of the International Language Testing Association and is currently coeditor, with Charles Alderson, of the Cambridge Language Assessment Series. He was the first winner of the TESOL/ Newbury House Award for Outstanding Research, has won the Modern Language Association of Americaís Kenneth Mildenberger Award for outstanding research publication twice, and has been given the Lifetime Achievement Award by the International Language Testing Association. He has published numerous articles and books in the areas of language testing, program evaluation, and second language acquisition. He regularly conducts research projects in language testing and program design and evaluation, as well as practitioner training workshops in language assessment, both at American institutions and at institutions abroad. His current research interests include validation theory, linking current validation models and procedures to test use, issues in assessing the academic achievement and academic English of ELs in schools, the interface between language testing research and second language acquisition research, and the dialectic of constructs and contexts in language testing and educational performance assessment.
Alexandra S. Beatty is a senior program officer at the Center for Education. She has served as the staff director for the Committee on Educational Excellence and Testing Equity, which has issued reports on the testing of English language learners and on measuring dropout rates, and has been a member of the staff of
the Board on Testing and Assessment and also the Board on International Comparative Studies in Education. Prior to joining the NRC, she coordinated the National Assessment of Educational Progress (NAEP) in U.S. history for the Educational Testing Service (ETS) in Princeton, NJ, and worked on a number of other NAEP programs and other testing programs at ETS. Ms. Beatty received a B.A. in philosophy from Williams College and an M.A. in history from Bryn Mawr College.
Jonathan G. Dings serves as chief of Planning and Assessment for the Boulder Valley School District, where he started working in 1998 as the director of Assessment. His major duties include directing district administration and reporting results of the Colorado Student Assessment Program and other standardized tests, as well as surveys of student and staff attitude and parent satisfaction. In the four years prior to working for Boulder Valley, he worked for the Kentucky Department of Education, most recently as group leader, psychometric analysis with responsibility for evaluating the psychometric characteristics of the Kentucky Instructional Results Information System. Dr. Dings earned his Ph.D. in educational measurement and statistics from the University of Iowa in 1997 and has served on several state technical advisory committees.
Judy L. Elliott is currently the assistant superintendent of Special Education in the Long Beach Unified School District, Long Beach, California, the third largest urban school system in the state with approximately 97,000 students. Formerly a senior researcher at the National Center on Educational Outcomes, she worked and continues to assist districts and state departments of education in their efforts to update and realign curriculum frameworks, instruction, and assessments to include all students. Her research interests focus on effective instruction, IEP development and its alignment with standards and assessments, decision making for accountability, accommodation, and assessment as well as translating information on standards and assessments for various audiences including parents, teachers, school boards, and other community groups. Dr. Elliott continues to serve as a national consultant and staff development professional for school districts and organizations. She has trained staff, teachers, and administrators, both in the South Pacific and the United States, in areas including linking assessment to instruction and intervention; strategies and tactics for effective instruction; curriculum modification for students with disabilities; intervention and teacher assistance teams; authentic and curriculum-based evaluation; instructional environment evaluation; collaborative teaching; strategies for difficult-to-manage students; and accountability and assessment practices.
Judith Anderson Koenig is a senior program officer with the NRC’s Board on Testing and Assessment and has worked on a number of projects related to NAEP as well as projects on teacher licensing and adult literacy. She began her career as
a special education teacher and diagnostician, working primarily with learning disabled students. Prior to joining the NRC, she was a senior research associate with the Association of American Medical Colleges where she worked on students with the Medical College Admission Test. She received a Ph.D. in educational measurement, statistics, and evaluation from the University of Maryland.
Margaret J. McLaughlin is a professor in the Department of Special Education and associate director of the Institute for the Study of Exceptional Children and Youth. She is currently involved in several projects, one of which is the Educational Policy Research Reform Institute, a research institute focused on accountability and students with disabilities. Dr. McLaughlin has conducted research related to standards-driven reform and students with disabilities for over 15 years. She served on the Board on Testing and Assessment (BOTA) Committee on Minority Representation in Special Education, the Committee on Reporting Results for Accommodated Test Takers: Policy and Technical Considerations, and the Technical Panel on Special Education Finance. She was cochair of the BOTA Committee on Goals 2000 and the Inclusion of Students with Disabilities. She has written extensively on issues related to the interaction between special education policies and state and federal educational reforms. Dr. McLaughlin began her career as a teacher of emotionally disturbed/autistic children and students with learning disabilities. Dr. McLaughlin received a Ph.D. in special education from the University of Virginia.
Mark D. 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 interaction; and computer applications to measurement of cognitive skills. He has numerous publications on requirements, values, validity, appropriateness, reliability, computerization, and modeling of assessment. He received a Ph.D. in psychology from Syracuse University.
Lourdes C. Rovira is the assistant superintendent for Curriculum and Instruction in Miami-Dade County Public Schools (M-DCPS), the fourth largest school district in the United States. In this capacity, Dr. Rovira oversees a multitude of programs and initiatives aimed at ensuring that students graduating from M-DCPS have the necessary skills to enter the workforce of the twenty-first century. In addition to serving on various educational advisory councils, Dr. Rovira has served as consultant to other school districts, institutions of higher education, the Council of Great City Schools, and publishing companies. As a champion for the rights of immigrant students and second language learners, Dr. Rovira’s expertise is sought by educators and journalists from all over the world.
María Medina Seidner, former director of Bilingual Education at the Texas Education Agency, has worked in bilingual education for 30 years. She was director of bilingual education for the state of Illinois for 15 years after having worked as director of the Bilingual Education Service Center for Illinois and the Midwest. María has also taught French and Spanish in high school and college. A native of Puerto Rico, she came to Texas as a high school student and earned B.A. and M.A. degrees from the University of Texas in Austin. During her career, she has been active in various professional organizations and has served as president of the National Advisory Council on Bilingual Education. Her current responsibilities are varied and complex but they all have the goal of insuring that schools in Texas provide appropriate and successful educational programs for students of limited English proficiency.
Rebecca Zwick is a professor of education at the University of California, Santa Barbara. She specializes in applied statistics and educational testing. Previously, she spent 12 years in the Statistical and Psychometric Research Division at Educational Testing Service (ETS) in Princeton, New Jersey. She serves on several national advisory panels and on the Board of Directors of the National Council on Measurement in Education, and is vice president for the Measurement and Research Methodology Division of the American Educational Research Association. Dr. Zwick worked on National Assessment of Education Progress (NAEP) data analyses for seven years while at ETS. She served on the BOTA Committee on Embedding Common Test Items in State and District Assessments and currently serves on the NAEP design and analysis committee. Dr. Zwick received a Ph.D. in education from the University of California, Berkeley.