Title
When Assessment and Accountability Come Knocking, Should Higher Ed Answer the Door? Lessons Learning from K-12 for Higher Education
Abstract
Assessment in K-12 education has been a dominant force for accountability, school improvement, and instructional change for over three decades. During this time, assessment purposes and methods have changed, and the impacts of such assessments on instruction and student learning have changed as well. What lessons can be learned from these assessment designs, especially those that seek to promote a more balanced approach to assessment (balancing summative with formative measures)? How might these impact higher education?
Bio
Edward Roeber currently serves as Senior Assessment Policy Advisor with the WIDA Consortium/WCER at the University of Wisconsin, Madison, WI. In this role, he advises states on improving English proficiency assessments, how to include English learners (ELs) in their academic assessment programs, how to improve the assessment of English proficiency for ELs, and assuring that ELs are included in educational reform efforts at the state and national levels. Edward Roeber currently serves as Senior Assessment Policy Advisor with the WIDA Consortium/WCER at the University of Wisconsin, Madison, WI. In this role, he advises states on improving English proficiency assessments, how to include English learners (ELs) in their academic assessment programs, how to improve the assessment of English proficiency for ELs, and assuring that ELs are included in educational reform efforts at the state and national levels.
Before assuming this position in the fall 2012, Dr. Roeber was an adjunct Professor, Measurement and Quantitative Methods, in the Michigan State University College of Education, East Lansing, MI. In this capacity, he taught courses on educational measurement, worked to improve the assessment skills of prospective and current educators, conducted research on how teachers learn to use formative assessment strategies, and provided additional support for faculty and students on assessment.
Previously, he was Senior Executive Director, Office of Educational Assessment & Accountability in the Michigan Department of Education from 2003 to 2007. He oversaw the assessments of general education students (in mathematics, science, language arts and social studies), students with disabilities and English language learners, as well as the accreditation and accountability programs.
From 1998 to 2003, he was Vice President, External Relations for Measured Progress, a non-profit educational assessment organization located in Dover, New Hampshire. He worked with state policy leaders and staff of state and local education agencies to help design, develop, and implement quality assessment programs. He directed the company’s efforts to develop alternate assessments for students with significant disabilities for thirteen state clients. He also helped to develop high school fine arts assessments in dance, music, theatre, and visual arts for the state of New York.
From 1991 to 1998, he was Director, Student Assessment Programs for the Council of Chief State School Officers. He developed and implemented various collaborative assessment development activities among states in the State Collaborative on Assessment and Student Standards (SCASS). Examples included consortia in assessing special education students, assessment systems for Title I, and arts assessment, as well as full-scale, multi-state collaborative development projects in health education, science education, and social studies. He also directed or co-directed the CCSSO National Conference on Student Assessment from 1992 to 1998.
Prior to joining CCSSO in 1991, he was supervisor of the Michigan Educational Assessment Program, Michigan Department of Education, Lansing, Michigan (from 1976 to 1991) and a consultant in the Department from 1972-76. Michigan was the first state to implement criterion-referenced tests.
He began his career as a consultant with the Education Commission of the States, working on the National Assessment of Educational Progress in the areas of mathematics, music, reading, science, visual arts, and writing from 1969 to 1972.
Edward Roeber received his Ph.D. in measurement and evaluation from The University of Michigan in 1970. He has consulted with a number of states as well as national organizations on the design, development, and implementation of large-scale assessment programs. He has authored numerous articles, reports, and other publications, particularly on the development of innovative assessment programs and the use and reporting of student achievement information. In addition, he has made numerous presentations to various groups around the country.