Technical Advisory Committee

Technical Advisory Committee

Edmentum is proud to partner with the University of Kansas, Center for Assessment and Accountability Research and Design (CAARD) and renowned educational leaders to form the Technical Advisory Committee (TAC). As leading voices in education, this exemplary group of researchers, psychometricians, authors, and thought leaders have come together to help guide the future innovation of Edmentum’s programs used in thousands of schools and districts across the United States and globally.

Marianne Perie, PhD

Marianne Perie

The University of Kansas, CAARD

Dr. Marianne Perie has 20 years of experience and expertise in K–12 assessment, accountability systems, test validity evaluation and performance standards. She has extensive experience providing technical assistance and assisting states in developing valid, reliable and equitable assessments and accountability systems. She has expertise in setting performance standards and has provided technical advice to several states and consortia. She also has taught courses and written extensively on standard setting and has considerable expertise in validity evaluation. Dr. Perie has been working to develop strong validity arguments for alternate assessments and has provided several technical assistance workshops to states through the U.S. Department of Education. She is a former director of AAI's Center for Educational Testing and Evaluation.

Carole Gallagher, PhD

Carole Gallagher

WestEd (retired)

Dr. Carole Gallagher is the former SAAS Director of Research in the Standards, Assessment, and Accountability Services (SAAS) program at WestEd. Dr. Gallagher is an educational measurement specialist who led evaluations and research activities associated with college and career readiness. Gallagher directed two federally funded evaluations, both focused on promising interventions that seek to promote academic achievement and postsecondary preparedness. She also provided technical assistance to states on issues related to test validation and accountability at the teacher, school, state, and federal levels. In addition, her responsibilities included supporting WestEd in its role as management partner for the Smarter Balanced Assessment Consortium.

Gerunda Hughes, PhD

Gerunda Hughes

Howard University, member of SBAC TAC

Gerunda B. Hughes, Ph.D. is Professor of Mathematics Education in the Department of Curriculum and Instruction in the School of Education at Howard University. She also served as Director of the Office of Institutional Assessment and Evaluation for Howard University in the Office of the Provost for eight years. She is a member of the National Assessment of Educational Progress Validity Studies (NVS) Panel, and serves on the technical advisory committees for Smarter Balanced Assessment Consortium (SBAC) and several state education assessment offices. She served as principal investigator of a research study titled, “The Classroom Assessment Project” which examined the alignment between the intended, taught, and assessed curricula for 4th grade mathematics in a mid-Atlantic school and provided professional development for district school teachers that included a focus on the use of formative assessment in the classroom.

James W. Pellegrino, PhD

James W. Pellegrino

University of Illinois Chicago, member of PARCC, SBAC, IL, KS, KY, NY, TX TACs

James W. Pellegrino is Liberal Arts and Sciences Distinguished Professor and co-Director of the Learning Sciences Research Institute at the University of Illinois Chicago. For more than 40 years, he has produced influential research connected to issues of student learning, instruction and assessment. He applies a unique blend of expertise — combining knowledge of cognitive science, assessment, educational technology, instructional practice and educational policy — to design and deliver new, improved and equitable learning environments. His goal is to better understand the nature of students’ knowledge in specific disciplines and the conditions that enhance deep understanding. Dr. Pellegrino is an AERA fellow, a lifetime National Associate of the National Academy of Sciences, and a past member of the Board on Testing and Assessment of the National Research Council.

Suzanne Lane, PhD

Suzanne Lane

Pittsburgh University, member of TX, PA, TN, NY and NJ TACs

Dr. 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, with a focus on technical and validity issues in large scale assessment programs and the effectiveness of education and accountability programs. Her work is published in journals such as the Journal of Educational Measurement, Applied Measurement in Education, and Educational Measurement: Issues and Practice. She was the President of NCME (2003-2004), Vice President of Division D of AERA (2000-2002), member of the AERA, APA, and NCME Joint Committee for the Revision of the Standards for Educational and Psychological Testing (1993-1999), and member of the Management Committee for the next revision of the Standards (2006-2015). She has served on the Editorial Boards for the Journal of Educational Measurement, Applied Measurement in Education, Educational Assessment, Educational Researcher, and Educational Measurement: Issues and Practice. She has also served on a number of technical advisory committees for the College Board, ETS, PARCC, U.S. Department of Education’s Evaluation of NAEP, U.S. Department of Education Race to the Top Technical Review Panel, NCEO as well as for several state assessment and accountability programs (DE, KY, NJ, NY, PA, TN, TX).

Robert Henson, PhD

Robert Henson, PhD

University of North Carolina at Greensboro

Robert A. Henson is an associate professor in the School of Education at the University of North Carolina at Greensboro. Dr. Henson has been teaching graduate level courses such as Univariate Statistics, Multivariate Statistics, and Hierarchical Linear Modeling since 2005. In addition, his research interests include the development and application of cognitive diagnosis models (also known as diagnostic classification models) and generalizing concepts such as test construction and item information to CDMs. Dr. Henson has a B.S., A.M., and Ph.D. from the University of Illinois, Urbana in Psychology, and a M.S. from the University of Illinois, Urbana in Statistics.


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