JAMES W. PELLEGRINO (Chair) is the Frank W. Mayborn professor of cognitive studies at Vanderbilt University's Peabody College of Education and Human Development. He has been a faculty member at the University of Pittsburgh and at the University of California, Santa Barbara. His research focuses on the application of cognitive theory and information technologies to the analysis of children's and adults thinking and learning, and the implications for assessment design and instructional practice. He has a B.A. in psychology from Colgate University and M.A. and Ph.D. degrees in experimental psychology from the University of Colorado.
GAIL P. BAXTER is a research scientist at the Educational Testing Service and, while serving on the committee, was an assistant professor in the School of Education at the University of Michigan. She has developed and evaluated science performance assessments and published books and reports examining the psychometric qualities of hands-on assessments. She has a B.A. in psychology from Queens University, an M.A. in psychology from Eastern New Mexico University, and a Ph.D. in education from the University of California, Santa Barbara. She is currently working with teachers and scientists in several school districts to develop curriculum-embedded assessments that can be used to inform classroom practice.
NORMAN M. BRADBURN is the Tiffany and Margaret Blake distinguished service professor in the Department of Psychology and professor in the Harris Graduate School of Public Policy Studies at the University of Chicago. He is also
senior vice president for research at the National Opinion Research Center. He has conducted research on the application of cognitive psychological principles to the study of response error and is an authority on nonsampling errors in surveys. He has written extensively on questionnaire design. He has bachelor's degrees from Oxford University and the University of Chicago. He has an M.A. in clinical psychology and a Ph.D. in social psychology, both from Harvard University. He is former chair of the National Research Council's Committee on National Statistics.
THOMAS P. CARPENTER is professor of curriculum and instruction at the University of Wisconsin-Madison and acting director of the National Center for Improving Student Learning and Achievement in Mathematics and Science. His research integrates the study of teaching and learning in mathematics. He has a B.S. in mathematics from Stanford University, an M.A. in mathematics from San Diego State University, and a Ph.D. in curriculum and instruction from the University of Wisconsin-Madison. He is a former editor of the Journal for Research in Mathematics Education, and he participated in writing interpretive reports of the first four NAEP mathematics assessments.
ALAN COLLINS is principal scientist at Bolt, Beranek and Newman, Inc., and a professor of education and social policy at Northwestern University. He has B.B.A., M.A., and Ph.D. degrees (the latter in psychology) all from the University of Michigan. His research program focuses on cognitive information processing and education. He has published extensively on techniques for analyzing human dialogues to determine how human tutoring and inferential question-answering strategies can be integrated into intelligent tutoring systems.
PASQUALE J. DEVITO is director of the Office of Assessment of the Rhode Island Department of Education and adjunct professor at the University of Rhode Island. He formerly served as a member of the National Academy of Education's Select Panel for the Evaluation of the NAEP Trial State Assessment. His research interests lie in the area of educational measurement, evaluation, and policy and he has published numerous articles in this field of interest. He has an A.B. in psychology, an M.Ed. in educational psychology, and a Ph.D. in educational research, measurement, and evaluation, all from Boston College.
STEPHEN B. DUNBAR is professor of educational measurement and statistics in the College of Education at the University of Iowa. He has served on the Board of Directors of National Council on Measurement in Education and is a senior author of the Iowa Tests of Basic Skills. He has contributed substantially to the professional literature in the areas of achievement testing and evaluation of performance-based assessments. He has a B.A. in English from the University of
Wisconsin-Madison and an A.M. in applied linguistics and a Ph.D. in educational psychology from the University of Illinois at Urbana-Champaign.
LARRY V. HEDGES is the Stella M. Rowley professor of education and the social sciences at the University of Chicago, where he previously served as chair of the Department of Education. Statistical methods for combining evidence from replicated research studies and statistical models in cognitive psychology are his primary focus of research. With Ingram Olken, he is author of Statistical Methods for Meta-Analysis . He is currently on the editorial board of New Directions in Program Evaluation, The Journal of Educational Statistics, and The Behavioral and Brain Sciences. He has a B.A. in mathematics from the University of California, San Diego, and an M.A. in statistics and a Ph.D. in mathematical methods in educational research from Stanford University.
LEE R. JONES (Study Director) is a senior program officer in the Board on Testing and Assessment of the National Academy of Sciences/National Research Council. Prior to joining the NAS/NRC, he was executive director of College Board Programs and program director for assessment development for the Advanced Placement Program at Educational Testing Service. He has a B.S. in biology from Indiana University of Pennsylvania, and an M.S. and a Ph.D. in biology from Utah State University. He has served on the biology faculties at Middlebury College, Mercer University, and Emory University.
SHARON LEWIS is director of research at the Council of Great City Schools. She has bachelor's degrees in psychology and secondary mathematics and an M.A. and a Ph.D. in evaluation and research from Wayne University. Her expertise is in the use of assessment data and shaping educational policy.
RODERICK J.A. LITTLE is professor and chairman of the Department of Biostatistics at the University of Michigan. With D.B. Rubin, he is the author of Statistical Analysis with Missing Data. The focus of his research is missing values in multivariate statistical analysis. He has a B.A. in mathematics from Cambridge University, and an M.Sc. in statistics and operational research and a Ph.D. in statistics, from London University.
KAREN J. MITCHELL is a senior program officer in 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.
ELSIE G. J. MOORE is associate professor in the Department of Psychology in Education at Arizona State University. Much of her research focuses on socialization and cognitive development, psychoeducational assessment, life-span developmental psychology, and behavior genetics. She has a B.A. in psychology and philosophy from Elmhurst College and M.A. and Ph.D. degrees from the University of Chicago, both in human development. She has written numerous books, monographs, and chapters on the role of ethnicity and social class in explaining children's test performance.
NAMBURY S. RAJU is a distinguished professor and director of the Center for Research and Service in the Institute of Psychology at the Illinois Institute of Technology. He has published extensively in the areas of differential item functioning, validity generalization, and test utility analysis models. His research focuses on large-scale testing applications in educational and personnel testing. He is a fellow of the Evaluation and Measurement Division and the Society for Industrial and Organizational Psychology Division of the American Psychological Association. He has a B.A. from Madras University and M.S. from Purdue University. He also has a M.S. and a Ph.D. from the Illinois Institute of Technology.
MARLENE SCARDAMALIA is professor in the Department of Measurement, Evaluation and Computer Applications at the Ontario Institute for Studies in Education, University of Toronto. She is also the head of the university's Center for Applied Cognitive Science. Her research focuses on strategies and schemata for building complex knowledge, the development of knowledge-building architecture for computer-supported learning, interactive environments for promoting learning, networking environments, and telelearning networks. She serves on the editorial boards of seven journals in general and special education. She has a B.A. in English from Clarion State College, an M.S. in educational research and educational psychology from Bucknell University, and a Ph.D. in applied psychology from the University of Toronto.
GUADALUPE VALDÉS is professor in the School of Education and the Department of Spanish and Portuguese at Stanford University. Dr. Valdés has a B.A. in Spanish from the University of West Florida and M.A. and Ph.D. degrees from Florida State University, both in Spanish. She has written numerous books, monographs, and chapters on bilingualism, language use in bilingual settings, and the teaching and learning of second languages.
SHEILA W. VALENCIA is an associate professor in the College of Education at the University of Washington. Much of her research focuses on the use of literacy portfolios both to improve teaching, learning, and communication and for large-scale assessment. She has a B.S. in remedial education and an M.Ed. in
reading disabilities from the State University of New York at Buffalo and a Ph.D. from the University of Colorado in curriculum and instruction and reading education.
LAURESS L. WISE is president of the Human Resources Research Organization (HumRRO). He has a B.S. in mathematics and psychology from Stanford University and a Ph.D. in mathematical psychology from the University of California, Berkeley. In addition to his administrative responsibilities, he remains active in the research on testing and test use policy. His current projects include work on validity and equating for the state assessment in Kentucky and selection testing for the Federal Aviation Administration. He served on the National Academy of Education's Panel for the Evaluation of the NAEP Trial State Assessment and currently serves on a research and development advisory committee for the College Board. He recently served as co-principal investigator for the National Research Council's evaluation of the development of the voluntary national tests and as a member of its Committee on Linkage and Equivalency.