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.
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 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.
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
Papers and Presentations
- Understanding and Addressing Achievement Gaps:Assessment and Research in the Accountability Era [240 KB PDF]
Carol Anne Dwyer, Educational Testing Service
- An Evaluation of the NCLB Adequate Yearly Progress Requirements [880 KB PDF]
Robert L. Linn, University of Colorado
- What Works in Schools:Translating Research into Action [1.8 MB PDF]
Robert Marzano, Marzano & Associates
- The Priority Given to Teacher Evaluation and the Impact on School Improvement, Professional Development and Student Learning [50 KB PDF]
Dr. Susan A. Colby, Appalachian State University; Dr. Lynn K. Bradshaw, Dr. Randy L. Joyner, East Carolina University
- A Hybrid Model for Evaluating Online Professional Development:
Phase I Evaluation of the Florida Online Reading Professional Development (FOR-PD)
[265 KB PDF]
Debbie L. Hahs-Vaughn, Vicky Zygouris-Coe, Rebecca Fiedler, University of Central Florida
- Results of a pilot test of a Senior Project certification process [198 KB PDF]
Art Hood, SERVE
- Enabling School Success: First Year Evaluation of the Child Development Project
[152 KB PDF]
Marco A. Muñoz, Ed.D., Jefferson County Public Schools, Kentucky; Joseph M. Petrosko, Ph.D., University of Louisville
- Violence Prevention and Educational Accountability: Comprehensive Evaluation of Second Step [56 KB PDF]
Marco A. Muñoz, Ed.D., Jefferson County Public Schools; William P. Neace, Ph.D., Pacific Institute for Research and Evaluation, Inc
- The Effects of the Different Ways of Knowing Middle Grades Model on Student Achievement in an Urban School District [358 KB PDF]
Steven M. Ross, The Center for Research in Educational Policy; Marco Munoz, Jefferson County Public Schools; Aaron McDonald and Elizabeth Goldfeder, The Center for Research in Educational Policy
- Evaluating Teacher-Leaders for Careers as Administrators: Effects of Job Attributes, Teacher Role, and Teaching Assignment [341 KB PDF]
Dr. Brian T. Shumate, Dr. Marco A. Muñoz, Dr. Paul A. Winter, Dr. P. Diane Ricciardi
- Advantages of a Multivariate Longitudinal Approach to Educational Value-Added Assessment Without Imputation [1.2 MB PDF]
S. Paul Wright, SAS Institute Inc.