2004 NEI CREATE Conference

Using Data to Meet Student Needs: Program, Personnel and Student Evaluations

July 8 – 10, 2004

The focus of the 2004 Institute will be to give attendees exposure to best practices, fresh perspectives and new professional contacts related to the challenging work of applying and using standards in evaluating students, personnel and programs. The Institute is scheduled at a critical time. Because of No Child Left Behind states are revising accountability systems and local school districts are working hard to meet these new requirements. The use of data to prove student achievement, quality teaching and effective programs has never been more important.

The institute format will have a combination of keynote addresses by educational leaders and breakout sessions focused on the following:

* Evaluation and Accountability
* Program and Personnel and Student Evaluations
* Evaluation of Professional Development
* Evaluation and Educational Policy
* Closing the Achievement Gap
* The Use of Technology in Evaluation
* Leadership Training in Evaluation Standards

The Leadership Training strand is new to this year’s institute. There will be sessions focused on the work of the Joint Committee on Standards for Educational Evaluation. Completion of sessions in this strand will earn participants a basic level training certificate issued by the Joint Committee.

In addition to the strands, the Institute will offer a leadership development experience focused on the work of the Joint Committee on Standards for Educational Evaluation. Participants will have the opportunity to receive Level 1 training in the Joint Committee’s work.

Concurrent Session PDF

Keynote Speakers

Carol Anne Dwyer

Carol Anne Dwyer received her bachelor’s degree in psychology from Barnard College in New York City and her doctoral degree in educational psychology from the University of California at Berkeley. She is currently vice president of the Educational Policy Leadership Institute and Distinguished Presidential Appointee at the Educational Testing Service, Princeton, New Jersey. Dr. Dwyer’s work has been concerned with assessment and equity as they relate to teaching and learning in both higher education and elementary/secondary school settings. She has published extensively in the field of test validity, with an emphasis on using construct validity in test design to promote test fairness and appropriate test use. Her interests include research and development of new forms of assessment, and educational equity. She was a major contributor to the ETS study Gender and Fair Assessment, writing about gender issues in grading practice, educational competitions, and other non-test indicators of achievement. She has been active in professional associations, serving as President of the American Psychological Association’s Division of Educational Psychology and its Division of Evaluation, Measurement, and Statistics and Vice President of the American Educational Research Association for Measurement and Research Methodology.

Robert Linn

Robert L. Linn is professor of education at the University of Colorado at Boulder and Co-director of CRESST. Receiving his PhD from the University of Illinois at Urbana-Champaign with a specialization in psychometrics in 1965, Dr. Linn has published over 150 articles dealing with a wide range of theoretical and practical issues in educational measurement. He has served as president of the National Council on Measurement in Education, President of the Division of Evaluation and Measurement of the American Psychological Association, and vice president of the American Educational Research Association for the Division of Measurement and Research Methodology. Among the many honors Dr. Linn has received for his contributions to educational measurement are the E.L. Thorndike Award in 1992, the E.F. Lindquist Award in 1993, and the American Educational Research Association (AERA) Award for Distinguished Contributions to Educational Research in 1997.

Robert Marzano

Dr. Robert Marzano is president of Marzano & Associates. He is the author of more than 20 books, 150 articles and chapters in books, and more than 100 curriculum guides and related materials for teachers and students in grades K-12. His works include Classroom Management that Works, What Works in Schools, Classroom Instruction that Works, and multiple other publications. Over his 35 years in education, Marzano has worked in every U.S. state and a host of countries in Europe and Asia. The central theme of his work has been translating research and theory into practical programs and tools for K-12 teachers and administrators. In addition to his duties at Marzano & Associates, he is a senior scholar at Mid-continent Research for Education and Learning (McREL), an associate professor at Cardinal Stritch University, and vice president at Pathfinder Education. Marzano earned his B.A. degree in English at Iona College, his M.Ed. degree in reading and language arts at Seattle University, and his Ph.D. in curriculum and instruction at the University of Washington. He has also written more than twenty sections for other books, including: Minimal Competency Testing The Effects of Standardized Testing Student Evaluation Standards Bloom’s Taxonomy: A Forty Year Retrospective Instructional Barriers to School Change Taxonomy for Learning, Teaching & Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives

2004 Millman Award Winner

Peter Airasian

Papers and Presentations