Heidi L. Andrade is an associate professor of educational psychology and the associate dean for academic affairs at the School of Education, University at Albany—State University of New York. She received her EdD from Harvard University Her research and teaching focus on the relationships between learning and assessment, with emphases on student self-assessment and self-regulated learning (SRL). She has written numerous articles, including an award-winning article on rubrics for Educational Leadership (1997). She edited a special issue on assessment for Theory Into Practice (2009), coedited The Handbook of Formative Assessment (2010) with Gregory Cizek, and is coediting a special issue of Applied Measurement in Education with Christina Schneider.

Susan F. Belgrad is a professor of education with California State University, Northridge, where she leads graduate courses and professional development for teachers in differentiated learning and assessment, creating student portfolios and supporting media-rich classrooms with brain-based and student-centered practices. She received her EdD from the George Peabody College of Education at Vanderbilt University and has authored books and articles on portfolio assessment, including the third edition of The Portfolio Connection: Student Work Linked to Standards (2007) with Kay Burke and Robin Fogarty Her research is on the impact of teacher efficacy on student learning. She has taught at the elementary level and in early childhood special education and has served in leadership posts in higher education in early childhood and teacher leadership for pre-K-12.

Paul Black is professor emeritus of science education at King's College London. He has made many contributions in both curriculum development and in assessment research. He has served on advisory groups of the National Research Council (NRC) and as visiting professor at Stanford University. His work on formative assessment with Dylan Wiliam and colleagues at King's has had widespread impact.

Sarah M. Bonner is an associate professor in the Department of Educational Foundations and Counseling Programs at Hunter College, City University of New York. Prior to entering higher education, she worked in K-12 education for many years, as a teacher in programs for high-risk adolescents in Chicago and Southern Arizona, in dropout prevention and program development, and as an educational program evaluator. Her research focuses on the beliefs and skills of classroom teachers that relate to their formative and summative assessment practices and the cognitive and metacognitive processes used by test takers on tests of different types.

Marc A. Brackett is a research scientist in the Department of Psychology at Yale University, the deputy director of Yale's Health, Emotion, and Behavior Laboratory and head of the Emotional Intelligence Unit in the Edward Zigler Center in Child Development and Social Policy. He is an author on more than 80 scholarly publications and codeveloper of The RULER Approach to Social and Emotional Learning, an evidence-based program teaching K-12 students and educators the skills associated with recognizing, understanding, labeling, expressing, and regulating emotions to promote positive social, emotional, and academic development.

Susan M. Brookhart is an independent educational consultant. She is a former professor and chair of the Department of Educational Foundations and Leadership in the School of Education at Duquesne University, where she currently is senior research associate in the Center for Advancing the Study of Teaching [Page 540]and Learning (CASTL). She was the editor of Educational Measurement: Issues and Practice, a journal of the National Council on Measurement in Education (NCME) from 2007 to 2009. Her interests include the role of both formative and summative classroom assessment (CA) in student motivation and achievement, the connection between CA and large-scale assessment, and grading.

Gavin T. L. Brown is an associate professor in the Faculty of Education at The University of Auckland. After growing up in Europe and Canada thanks to a military upbringing, he worked as a high school and adult teacher of English and English for speakers of other languages (ESOL) in New Zealand. He spent 9 years in standardized test development before working as an academic at the University of Auckland and the Hong Kong Institute of Education. His research focuses on school-based assessment, informed by psychometric theory, with a special interest in the social psychology of teacher and student responses to educational assessment. He is the author of Conceptions of Assessment (Nova, 2008) and has authored studies conducted in Spain, Cyprus, Hong Kong, China, Queensland, Louisiana, and New Zealand about teacher and student beliefs.

William S. Bush is currently professor of mathematics education and director of the Center for Research in Mathematics Teacher Development at the University of Louisville. His research interests focus on the development and assessment of mathematics teacher knowledge and on mathematics assessments for students. He has led and participated in a number of large-scale teacher development projects funded by the National Science Foundation (NSF). He is a member of the National Council of Teachers of Mathematics (NCTM), the Association of Mathematics Teacher Educators, and the Kentucky Mathematics Coalition.

Cynthia Campbell is an associate professor of educational research and assessment at Northern Illinois University. Her research and teaching interests include classroom assessment (CA), test development, and linguistic analysis. Campbell has published extensively in these areas and has given numerous refereed presentations at the state, regional, national, and international levels. Currently, she is the president of the Mid-Western Educational Research Association and a member of the American Educational Research Association (AERA), the National Council on Measurement in Education (NCME), and the American Counseling Association.

Tedra Clark is a senior researcher at Mid-Continent Research for Education and Learning (McREL), where she leads applied research and evaluation projects aimed at improving educational outcomes through schoolwide interventions, classroom instruction, teacher professional development programs, and classroom assessment (CA). Dr. Clark was a coauthor and lead data analyst for a cluster randomized trial of the professional development program Classroom Assessment for Student Learning (CASL), funded by the U.S. Department of Education, Institute of Education Sciences. She was also the lead author of a large-scale research synthesis on CA funded by the Stupski Foundation. Prior to joining McREL, Dr. Clark was a graduate research assistant and adjunct professor of psychology at the University of Denver, where she facilitated both National Institutes of Health (NIH) – and National Science Foundation (NSF)-sponsored projects examining basic processes of learning and memory.

Elizabeth Ann Claunch-Lesback is the director of curriculum for National History Day (NHD) and is professor emeritus of history education at the University of New Mexico in Albuquerque. Dr. Claunch-Lesback's educational experience includes 14 years as a public school teacher and 12 years as a university professor. She has researched, presented, and written professionally on history education and adult education.

Bronwen Cowie is director of the Wilf Malcolm Institute of Educational Research, The University of Waikato. She has expertise in classroom-based focus group and survey research and has led a number of large externally funded projects focused on assessment for learning (AFL), curriculum implementation, and information and communication technology (ICT)/e-learning. Her particular research interests include student views of assessment and AFL interactions in primary science and technology classrooms.

Karla L. Egan is a research manager at CTB/McGraw-Hill where she manages a diverse group of research scientists and research associates and provides leadership on issues related [Page 541]to assessment development, assessment policy, and psychometrics. She provides guidance to state departments of education for their customized assessments, and she works with educators through standard setting and form selection workshops. She has led or supported over 60 standard settings for statewide test programs. Her research has been published in the Peabody Journal of Education, and as a noted expert in standard setting, she has been the lead author of several book chapters on this topic. She led the development of a framework for developing the achievement level descriptors that guide test development, standard setting, and score reporting. Her current research focuses on standard setting, test security, identification of aberrant anchor items, and language assessment for English language learners (ELLs).

Carolin Hagelskamp earned her PhD in community psychology at New York University and was a postdoctoral research associate at the Health, Emotion, and Behavior Laboratory at Yale University. Her academic research focuses on contextual factors in early adolescent development, including work–family, classroom climate, race/ethnicity, and immigration. She is currently director of research at Public Agenda, where she conducts public opinion research on social policy issues such as K–12 education reform.

Thomas M. Haladyna is professor emeritus of the Mary Lou Fulton Teachers College at Arizona State University. He specializes in item and test development and validation. He has authored or edited 14 books; more than 60 journal articles; and hundreds of conference papers, white papers, opinions, and technical reports. He has interviewed with and assisted media in many investigations of test fraud.

Lois Harris is an honorary research fellow at the University of Auckland and teaches in CQUniversity Australia's postgraduate program. Her research examines relationships between educational stakeholders’ thinking and their practices, with recent studies investigating assessment and student engagement. She also has a strong interest in both qualitative and quantitative research methodologies. Previously, she was a secondary school teacher in the United States and Australia, working in both mainstream and distance education modes.

Margaret Heritage is assistant director for professional development at the National Center for Research on Evaluation, Standards, & Student Testing (CRESST) at the University of California, Los Angeles. For many years, her work has focused on research and practice in formative assessment. In addition to publishing extensively on formative assessment, she has made numerous presentations on the topic all over the United States, in Europe, Australia, and Asia.

Thomas P. Hogan is professor of psychology and distinguished university fellow at the University of Scranton, where he previously served as dean of the Graduate School, director of research, and interim provost/academic vice president. He is the author or coauthor of four books on measurement and research methods; several nationally used standardized tests; and over 150 published articles, chapters, and presentations related to psychological and educational measurement. He holds a bachelor's degree from John Carroll University and both master's and doctoral degrees from Fordham University, with a specialization in psychometrics.

Marc W. Julian is a research manager at CTB/McGraw-Hill. He manages a diverse group of research scientists and research associates, providing technical and managerial support to this team of researchers. Dr. Julian was the lead research scientist for TerraNova, The Second Edition. Dr. Julian has also served as the lead research scientist for many statewide assessment projects, including the groundbreaking Maryland School Performance Assessment Program (MSPAP). His research has been published in Applied Measurement in Education, Educational Measurement: Issues and Practice, Journal of Educational Measurement, and Structural Equation Modeling.

Suzanne Lane is a professor in the Research Methodology Program at the University of Pittsburgh. Her research and professional interests are in educational measurement and testing—in particular, design, validity, and technical issues related to large-scale assessment and accountability systems, including performance-based assessments. Her work is published in journals such as Applied Measurement in Education, Educational Measurement: Issues and Practice, and the Journal of Educational Measurement. She was the president of the National Council on Measurement in Education (NCME) (2003–2004), Vice President of Division [Page 542]D of the American Educational Research Association (AERA) (2000–2002), and a member of the AERA, American Psychological Association (APA), and NCME Joint Committee for the Revision of the Standards for Educational and Psychological Testing (1993–1999).

Min Li, associate professor at College of Education, University of Washington, is an assessment expert deeply interested in understanding how student learning can be accurately and adequately assessed both in large-scale testing and classroom settings. Her research and publications reflect a combination of cognitive science and psychometric approaches in various projects, including examining the cognitive demands of state test science items, analyzing teachers’ classroom assessment (CA) practices, developing instruments to evaluate teachers’ assessment practices, and using science notebooks as assessment tools.

Maggie B. McGatha is an associate professor of mathematics education in the Department of Middle and Secondary Education in the College of Education and Human Development at the University of Louisville. Dr. McGatha teaches elementary and middle school mathematics methods courses as well as courses on coaching and mentoring. Her research interests are mathematics teacher professional development, mathematics coaching, and mathematics assessment.

James H. McMillan is professor and chair of the Department of Foundations of Education at Virginia Commonwealth University, where he has been teaching for 32 years. Dr. McMillan is also executive director of the Metropolitan Educational Research Consortium, a partnership between Virginia Commonwealth University and eight Richmond, Virginia, school districts that plans, executes, and disseminates results of applied research on issues of importance to the schools. He has published several books, including Educational Research: Fundamentals for the Consumer and Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction, has published extensively in journals, and presented nationally and internationally on assessment in education and research methods.

Tonya R. Moon is a professor in the Curry School of Education at the University of Virginia. Her specializations are in the areas of educational measurement, research, and evaluation. She works with educational institutions both nationally and internationally on using better assessment techniques for improving instruction and student learning.

Connie M. Moss is an associate professor in the Department of Foundations and Leadership, School of Education at Duquesne University in Pittsburgh, where she also directs the Center for Advancing the Study of Teaching and Learning (CASTL). During her career, she has taught in urban public schools; directed regional and statewide initiatives focused on bringing excellence and equity to all students; and worked extensively in schools with teachers, principals, and central office administrators. Her current work includes the study of formative assessment with a particular focus on the relationships among effective teaching, self-regulated student learning, formative educational leadership, and social justice.

Jay Parkes is currently chair of the Department of Individual, Family & Community Education and an associate professor of Educational Psychology at the University of New Mexico where he teaches graduate courses in classroom assessment (CA), educational measurement, introductory and intermediate statistics, and research design. His areas of expertise include performance and alternative assessments, CA, and feedback, which he pursues both in dual language education and in medical education.

Judy M. Parr is a professor of education and head of the School of Curriculum and Pedagogy in the Faculty of Education at the University of Auckland. Her particular expertise is in writing, encompassing how writing develops, the cultural tools of literacy, and considerations of instructional issues like teacher knowledge and practice and, in particular, assessment of written language. A major research focus concerns school change and improvement in order to ensure effective practice and raise achievement. Judy has published widely in a range of international journals spanning literacy, technology, policy and administration, and school change. Two books cowritten or edited with Professor Helen Timperley bridge theory and practice: Using Evidence in Teaching Practice: Implications for Professional Learning (2004) and Weaving Evidence, Inquiry and Standards to Build Better Schools (2010).

Bruce Randel is an independent research consultant, based in Centennial, Colorado, providing services in education research, statistical analysis, educational measurement and psychometrics, and technical reporting. He is former principal researcher at Mid-Continent Research for Education and Learning (McREL) and senior research scientist at CTB/McGraw-Hill. His research interests include randomized controlled trials (RCTs), measurement of formative assessment practice, test and instrument development, and statistical analyses.

Susan E. Rivers is a research scientist in the Department of Psychology at Yale University. She is the associate director of the Health, Emotion, and Behavior Laboratory at Yale and a fellow at the Edward Zigler Center in Child Development and Social Policy. She is a codeveloper of The RULER Approach to Social and Emotional Learning and the achievement model of emotional literacy, as well as several curricula designed to help children, educators, and parents become emotionally literate. In her grant-funded research, she investigates how emotional literacy training affects positive youth development and creates supportive learning environments. Dr. Rivers is the coauthor of many scholarly articles and papers, and she trains educators and families on the RULER programs.

Michael C. Rodriguez is associate professor and coordinator of Quantitative Methods in Education in the Department of Educational Psychology at the University of Minnesota. He received his PhD in measurement and quantitative methods at Michigan State University. His research interests include item writing, test accessibility, reliability theory, meta-analysis, and item response models and multilevel modeling. He is a member of the Academy of Distinguished Teachers at the University of Minnesota; on the editorial boards of Applied Measurement in Education, Educational Measurement: Issues & Practice, and Journal of Educational Measurement; a member of the board of directors of the National Council on Measurement in Education (NCME); and a recipient of the Harris Research Award from the International Reading Association.

Maria Araceli Ruiz-Primo is an associate professor at the School of Education and Human Development, University of Colorado Denver. Her work focuses on two strands: (1) assessment of students learning at both large-scale and classroom level and (2) the study of teachers’ assessment practices. Her publications reflect such strands: (1) developing and evaluating different strategies to assess students’ learning such as concept maps and students’ science notebooks and (2) studying teachers’ informal and formal formative assessment practices such as the use of assessment conversations and embedded assessments. Her recent work focuses on the development and evaluation of assessments that are instructionally sensitive and instruments to measure teachers’ formative assessment practices She also co-edited a special issue on assessment for the Journal of Research in Science Teaching.

M. Christina Schneider is a research scientist at CTB/McGraw-Hill. She has worked as the lead research scientist on numerous state assessment projects and is a member of the CTB Standard Setting Team, helping to establish cut scores for large-scale assessments across the United States. She was the principal investigator on a federally funded $1.7 million multisite cluster randomized trial investigating the effects of a professional development program in formative classroom assessment (CA) on teacher and student achievement. Her research has been published in Applied Measurement in Education, Peabody Journal of Education, Journal of Multidisciplinary Evaluation, and Journal of Psychoeducational Assessment. Her areas of expertise include formative CA, automated essay scoring, standard setting, identification of aberrant anchor items, and assessment in the arts.

Robin D. Tierney (University of Ottawa) is an independent researcher and writer in San Jose, California. Previously, she taught elementary English language arts and graduate level research methodology courses in Ontario, Canada. Her doctoral work focused on teachers’ practical wisdom (phronesis) about fairness in classroom assessment (CA). She has presented at educational research conferences in Canada, Europe, and the United States and has published several articles about CA. Her current research interests include the quality and ethics of CA and the use of complementary methods in educational research.

Carol Ann Tomlinson is the William Clay Parrish Jr. Professor and chair of Educational Leadership, Foundations, and Policy at the University of Virginia's Curry School of Education where she also serves as codirector of Curry's Institutes on [Page 544]Academic Diversity. Prior to joining the University of Virginia faculty, she was a public school teacher for 21 years.

Keith J. Topping is a professor and director of the Centre for Paired Learning at the University of Dundee in Scotland. His research interests are in the development and evaluation of methods for nonprofessionals (such as parents or peers) to tutor others one-to-one in fundamental skills and higher order learning across many different subjects, contexts, and ages. He also has interests in electronic literacy and computer-aided assessment and in behavior management and social competence in schools. His publications include over 20 books, 50 chapters, 150 peer reviewed journal papers, 30 distance learning packages, and other items. He presents, trains, consults, and engages in collaborative action and research around the world.

Cheryl A. Torrez is an assistant professor in the Department of Teacher Education at the University of New Mexico. Her research interests include curriculum and instruction in elementary classrooms, school–university partnerships, and teacher education across the professional life span. She is a former elementary school teacher and teaches undergraduate and graduate courses in curriculum and instruction and teacher inquiry. She is currently the vice president of the New Mexico Council for the Social Studies and cochair of the Teacher Education and Professional Development Community of the National Council for the Social Studies (NCSS).

Dylan Wiliam is emeritus professor of Educational Assessment at Institute of Education, University of London, where from 2006 to 2010 he was its deputy director. In a varied career, he has taught in urban public schools, directed a large-scale testing program, served a number of roles in university administration, including dean of a School of Education, and pursued a research program focused on supporting teachers to develop their use of assessment in support of learning. From 2003 to 2006, he was senior research director at the Educational Testing Service in Princeton, New Jersey, and now works as an independent consultant, dividing his time between the United States and the United Kingdom.

Yaoying Xu is an associate professor in the Department of Special Education and Disability Policy at Virginia Commonwealth University. She teaches graduate courses including assessment, instructional programming, and multicultural perspectives in education as well as a doctoral course that focuses on research design, funding, and conducting research in special education. Her research interests involve culturally and linguistically appropriate assessment and instruction for young children and students with diverse backgrounds, impact of social interactions on school performance, and empowering culturally diverse families of young children and students with disabilities in the process of assessment and intervention. She has published over 30 peer-reviewed journal articles and book chapters in the fields of general education, special education, and multicultural education.