University of California, Los Angeles
is director of the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at the University of California, Los Angeles. Her research has explored the effects of testing on schools and the design of assessment systems to support school planning and instructional improvement. Her recent work has focused on the validity and utility of teachers' formative assessment practices in mathematics and science. She also has wide experience as an evaluator of school reform and is noted in bridging research and practice. She is past president of the California Educational Research Association; has held a variety of leadership positions in the American Educational Research Association and Knowledge Alliance; is a member of the Joint Committee for the Revision of the Standards for Educational and Psychological Measurement, co-chairs of the Board of Education for Para Los Niños and is current editor of Educational Assessment. She currently serves on the technical advisory committee for the Smarter Balanced Assessment Consortium, funded by the USDOE’s Race to the Top initiative. Herman has extensive experience serving on NRC projects. She is currently a member of the Board on Testing and Assessment. She served as a member of the Committee on Test Design for K-12 Science Achievement, the Roundtable on Education Systems and Accountability, and the Committee on Best Practices for State Assessment Systems, and, most recently, chaired the BOTA workshop on 21st Century Skills. Herman received her doctorate of education in learning and instruction from the University of California, Los Angeles.
Peabody College of Vanderbilt University
is professor of science education in the Department of Teaching and Learning at Peabody College of Vanderbilt University. Previously he has taught in a number of different settings from high school science to the university level. He was also associate director of the National Center for Improving Student Learning and Achievement in Mathematics and Science as well as associate director of the National Center for Research in Mathematical Sciences Education. His research focuses on children's mathematical and scientific reasoning in the context of schooling, with a special emphasis on tools and notations for developing thought. Lehrer has been on a number of NRC committees covering K-12 science education and achievement, including the Committee on Test Design for K-12 Science Achievement. He is currently a member of the NRC study Toward Integrating STEM Education: Developing a Research Agenda. Lehrer received his B.S. in biology and chemistry from Rensselaer Polytechnic Institute, and his M.S. and Ph.D. in educational psychology and statistics from the University of New York at Albany.
Scott F. Marion
National Center for the Improvement of Educational Assessment
is a vice president with the National Center for the Improvement of Educational Assessment, Inc. where his current projects include developing and implementing a framework for evaluating the technical quality of state alternate assessment systems, exploring the instructional usefulness of interim assessment approaches, and helping states design valid accountability systems. Marion has become a recognized national leader in designing statewide assessment and accountability systems under No Child Left Behind and now advises states in their work with the Race to the Top assessment consortia. Previously, Marion served as Wyoming’s assessment director (1999-2003), where he managed the K-12 testing program, the Wyoming Comprehensive Assessment System, overseeing the state’s Uniform Reporting System, and generally overseeing all assessment-related activities at the Wyoming Department of Education. Prior to this he was a part time faculty member in the College of Education, University of Maine where he received his M.A. in science and environmental education. Marion previously served on the NRC’s Committee on Value-Added Methodology for Instructional Improvement, Program Evaluation, and Accountability, and the Committee on Best Practices for State Assessment Systems. A former high school science teacher, Marion received his Ph.D. from the University of Colorado, Boulder.
Rhode Island Department of Education
is a science and technology specialist at the Rhode Island Department of Education, where he has participated in a number of activities related to the Next Generation Science Standards. He also directs the administration of the New England Common Assessment Program (NECAP) science assessments and co-facilitates the Science Education Leadership Council. Mr. McLaren is also President of the Council of State Science Supervisors (CSSS) and currently serves as a member of the Next Generation Science Standards Writing Team for Achieve. Previously, he was a science teacher for 13 years at both the high school and middle levels. As an educator, McLaren was recognized with the Milken Family Foundation National Educator Award (2001) and as the Rhode Island Science Teacher of the Year (1995) by the Network of Educators of Science and Technology. McLaren has a B.S. in secondary education, and an M.A. in science education, both from the University of Rhode Island.
University of Kiel
is deputy director of the Department of Physics Education at the Leibniz-Institute for Science and Mathematics Education (IPN) and associate professor of physics education at the University of Kiel, Germany. He studied mathematics and physics for the teaching profession at the University of Düsseldorf. After graduation in 2001, he became a PhD student at the University of Education at Heidelberg. Having received his PhD in 2004 he moved to a post doc position in the Research Group and Graduate School “Teaching and Learning of Science” at the University Duisburg-Essen. In 2009 he was appointed vice head of physics education at IPN and associate professor (with tenure) at the University of Kiel. During his career Neumann developed a special interest in assessment. His dissertation research was concerned with assessing students’ experimental skills. At the University Duisburg-Essen he was part of a group of researchers who worked on what later became the assessment framework for benchmarking the National Education Standards for the science subjects. He currently supervises several projects focusing on the assessment of students understanding of core physics concepts (e.g. energy and matter) and skills (e.g. carrying out experiments). Aside from these activities, his major research interests are the development and empirical validation of learning progressions for core physics concepts and skills as well as the investigation and improvement of instructional quality in physics.
University of Colorado Boulder
recently joined the faculty at the University of Colorado at Boulder as professor in educational psychology and the learning sciences. Prior to this he was a director of evaluation research with SRI. Penuel’s research focuses on teacher learning and organizational processes that shape the implementation of educational policies, school curricula, and afterschool programs. One strand of his research focuses on designs for teacher professional development in Earth science education. A second strand examines the role of research-practice partnerships in designing supports for teacher learning in school districts. He is currently associate editor of the Social and Institutional Analysis section at the American Educational Research Journal, and he is on the editorial board for Teachers College Record, American Journal of Evaluation, and Cognition and Instruction. Penuel received his Ph.D. in developmental psychology from Clark University.
Helen R. Quinn
SLAC National Accelerator Laboratory
is a professor emerita of particle physics at Stanford University where she also serves as education and public outreach manager at the Stanford Linear Accelerator Center of Stanford University. Quinn is a theoretical physicist who was inducted into the National Academies in 2003. Her interests include particle physics and K-12 Education. She was an active contributor to the California State Science Curriculum Reforms and is the president of Contemporary Physics Education Project, a world-wide non-profit organization of teachers, educators, and physicists. She is also co-chair of the Stanford K-12 Initiative. Quinn is an internationally recognized theoretical physicist who holds both the Dirac Medal (from Italy) and the Klein Medal (from Sweden) for her contributions to the field. She is an elected member of the American Academy of Arts and Sciences, the National Academy of Sciences and the American Philosophical Society. She served as the president of the American Physical Society in 2004. She is an honorary officer of the Order of Australia. Quinn is currently chair of the NRC Board on Science Education. She has also served on numerous other NRC panels including, most recently, as chair of the Committee on a Conceptual Framework for New Science Education Standards. Quinn received a Ph.D. in physics from Stanford University.
is professor of learning sciences in the School of Education and Social Policy at Northwestern University. Reiser’s research examines how to make scientific practices such as argumentation, explanation, and modeling meaningful and effective for classroom teachers and students. This design research investigates the cognitive and social interaction elements of learning environments supporting scientific practices, and design principles for technology-infused curricula that embed science learning in investigations of contextualized data-rich problems. Reiser is also on the leadership team for IQWST (Investigating and Questioning our World through Science and Technology), a collaboration with the University of Michigan, developing a middle school project-based science curriculum. Reiser was a founding member of the first graduate program in learning sciences, created at Northwestern, and chaired the program from 1993, shortly after its inception, until 2001. He was co-principal investigator in the NSF Center for Curriculum Materials in Science, exploring the design and enactment of science curriculum materials. His NRC work includes the recent Committee on a Conceptual Framework for New Science Education Standards and the committee that authored Taking Science to School. Reiser received his Ph.D. in cognitive science from Yale University.
University of Oregon
is an associate professor at the University of Oregon in the Department of Educational Methodology, Policy and Leadership. Her main research areas are technology-enhanced assessments in science and mathematics education, item response models with innovative item types, dynamically delivered content in e-learning, computer adaptive testing, and applications to equity studies. She recently served as a core member of the methodological group for the Assessment and Teaching of 21st Century Skills project created by Cisco, Intel and Microsoft; for the Oregon state task force writing legislation for virtual public schools; as co-director of the UC Berkeley Evaluation and Assessment Research Center (BEAR), and for the U.S. Department of Education on the Race to the Top Assessment competition. She has been a visiting scholar in the Department of Chemistry at UC Berkeley and will be a visiting research scientist with the Department of Neuroscience at Columbia University in 2012-13. She currently is on the expert’s group for PISA 2015, which has major domain focus in science education and collaborative problem-solving for the 2015 assessment cycle. She also served with the Curriculum Frameworks and Instructional Resources Division of the California Department of Education for development of the state science framework. Dr. Scalise holds teaching credentials for K-12 physical and life sciences, and has experience in middle and secondary science instruction as well as at the post-secondary and graduate education level in measurement, statistics, instructional technology and analysis of teaching and learning. She received her Ph.D. in quantitative measurement at the University of California, Berkeley, in 2004.
Jerome M. Shaw
University of California, Santa Cruz
is an associate professor of science education at the University of California, Santa Cruz. He has over 30 years experience in education with a focus on understanding and improving science teaching and learning for culturally and linguistically diverse students. As a classroom teacher in California public schools, Shaw taught science at the elementary and secondary levels in mainstream, bilingual (Spanish-English), and structured English immersion classrooms. Shaw's research examines science teaching and learning for culturally and linguistically diverse students with an explicit focus on the relationship of assessment to this larger process. Conceptually, his research agenda explores the overlap among science teaching and learning, assessment of student learning, and equity and diversity issues in education. The unifying theme across these intersections is a focus on English Language Learners. Operationally, Shaw's research program is organized along four strands: (a) clarifying the nature of the achievement gap, (b) identifying fairness issues posed by assessment practices, (c) developing new performance assessments, and (d) enhancing the ability of teachers to provide effective instruction and assessment. These strands, though distinct, are interrelated and complementary. Shaw received a B.A. in spanish, an M.A. in education, and a doctorate in science education, all from Stanford University. He holds a lifetime California teaching credentials for high school biology, Spanish, and social studies as well as multiple elementary subjects coupled with a certificate of bilingual-bicultural competency.
Loveland High School
is a physics teacher at Loveland high school in Colorado. She has a keen interest in science and engineering education and a fascination with understanding how people learn. She taught physics, math, engineering and other science courses for 21 years at a high school in the Thompson School District in Loveland, Colorado. Wanting to spur her students to higher levels of achievement, she brought Advanced Placement Physics and integrated Physics/Trigonometry to the district and taught those for 15 years. She also designed and taught Microcomputer Projects, an award winning project-oriented microchip and electrical engineering course. In addition, she was privileged to work for a year as Teacher in Residence with the Physics Education Research group at the University of Colorado, Boulder. There she learned a great deal about how students learn. She also taught introductory Physics at the University of Colorado. Roberta was honored with the International Intel Excellence in Teaching Award in 2004 and the Amgen Award for Science Teaching Excellence in 2011. She served five years on the Teacher Advisory Council, an advisory board to the National Academy of Science. She also served on a committee of the National Academy of Engineering, investigating the advisability of National K-12 Engineering Standards. In her free time, Roberta likes to bike, hike, and garden. Roberta completed her undergraduate work in Physics and Mechanical Engineering at Kalamazoo College and Michigan State University. She earned her teaching certificate and a Master’s degree in education at the University of Colorado, Boulder.
Catherine J. Welch
The University of Iowa
is professor with the Department of Psychological and Quantitative Foundations and Educational Measurement and Statistics Program at the University of Iowa. In addition to teaching courses in educational measurement and conducting measurement related research, Welch directs the Iowa Testing Programs. Prior to joining the faculty at the University of Iowa, she served as an assistant vice president with ACT, where she worked on a variety of assessment programs for over 22 years, predominantly with ACT’s Performance Assessment Center. At ACT, Welch worked with state and national education officials and measurement experts on a broad range of testing issues and became widely recognized as an authority on large-scale assessments. Her research interests include educational assessment, college readiness, validity evaluation, and educational measurement and statistics. Welch has served on the board of directors for the National Council on Measurement in Education, and she recently received the distinguished research award through the Iowa Educational Research and Evaluation Association. Welch received her M.A. and Ph.D. in educational measurement and statistics from the University of Iowa.