Innovating Assessment: 12 of James Pellegrino's Groundbreaking Contributions

My journey with James Pellegrino 's work began unexpectedly in the mid-1990s when I was a high school debater delving into education policy. Even then, his research provided depth and insight necessary to grasp the complexities of cognition and assessment. This early exposure laid a foundation that profoundly shaped my academic path, particularly during my doctoral research two decades ago, where Pellegrino's work significantly influenced my thinking. Later, as a Fellow with the Gordon Commission on the Future of Assessment in Education, I had the privilege of meeting him and benefiting directly from his expertise. More recently, his involvement in the Gordon Seminar for Assessment in the Service of Learning and our reading group on Robert Mislevy 's Sociocognitive Foundations of Educational Measurement has allowed me to appreciate his substantial contributions to advancing the field firsthand. Beyond his scholarly achievements, James Pellegrino has been a personal inspiration—a leader who seamlessly bridges research and practice to create meaningful improvements in education. As I reflect on his contributions, I present "12 of Jim’s Groundbreaking Contributions"—a tribute to a remarkable figure whose work continues to inspire and guide educators worldwide.

James Pellegrino's impact on education and cognitive science is profound and far-reaching. For over four decades, he has challenged traditional notions of educational assessment, advocating for approaches that do not merely measure learning outcomes but actively enhance them. Imagine a classroom where every piece of evidence serves as a tool for growth, providing meaningful feedback that empowers teachers and students to engage deeply with the material. This vision is what Pellegrino has championed throughout his career. By integrating insights from cognitive science, technology, and educational policy, he has paved the way for a more holistic and effective approach to teaching and learning.

A distinguished scholar, Pellegrino's expertise in cognitive science, educational assessment, and technology has significantly deepened our understanding of learning and measurement. His extensive work, which encompasses over 300 publications, has profoundly influenced educational policies and practices globally. Beyond his research, Pellegrino is renowned for his leadership and mentorship, shaping the careers of numerous scholars and driving innovative approaches in both academic research and practical application.

Pellegrino's career began with a robust foundation in experimental and quantitative psychology, earning his Ph.D. from the University of Colorado. His academic journey took him to leading institutions such as the University of Pittsburgh, the University of California, Santa Barbara, and Vanderbilt University. Today, as a distinguished professor at the University of Illinois at Chicago and co-director of the Learning Sciences Research Institute , Pellegrino continues to address some of the most complex educational challenges.

His work has been pivotal in several key areas: understanding how people learn, developing innovative assessment methods, and shaping educational policy. His leadership in numerous National Academy of Sciences and National Research Council committees has helped redefine national standards and practices, mainly through foundational reports like Knowing What Students Know: The Science and Design of Educational Assessment. These contributions underscore the importance of assessments that do more than just measure—they should actively foster environments where students can thrive.

On a personal note, learning from James Pellegrino has been both a privilege and a source of inspiration. His ability to integrate rigorous research with practical application has profoundly influenced my approach. Pellegrino embodies the qualities of a transformative leader—intellectually rigorous yet deeply committed to making a tangible difference in the lives of students and educators. This article celebrates his remarkable career by highlighting "12 of Jim’s Transformative Contributions," a tribute to the qualities and accomplishments that define his legacy.

As we explore these contributions, it becomes clear that James Pellegrino's work shapes educational practices and policies worldwide, ensuring that future generations benefit from a more profound understanding of how we learn. Join me in celebrating James Pellegrino, a true pioneer in the science of learning and assessment, whose legacy will undoubtedly shape the future of education for years to come.

Grading the Nation's Report Card: Evaluating NAEP and Transforming the Assessment of Educational Progress (1999)

James Pellegrino chaired the Committee on the Evaluation of National and State Assessments of Educational Progress, leading the development of the "Grading the Nation's Report Card" report. This report critically examines the National Assessment of Educational Progress (NAEP), the long-standing measure of U.S. student achievement. It identifies critical areas for improvement, such as the need for a more streamlined design, greater inclusivity, and better interpretation of results to benefit educators and policymakers.

The committee recommends integrating multiple assessment methods and a coordinated system of educational indicators beyond test scores to provide a more comprehensive view of student performance. Additionally, the report advocates revising performance standards to more accurately reflect academic progress. Pellegrino's leadership on this project underscores his dedication to creating assessment systems that enhance educational outcomes for all students.

How People Learn: Bridging Research and Practice (1999)

James Pellegrino, alongside co-editors M. Suzanne Donovan and John D. Bransford, co-edited "How People Learn: Bridging Research and Practice," published by the National Research Council in 1999. This landmark report synthesized decades of research on human learning to create a framework for applying cognitive science insights to educational practice. Under Pellegrino's guidance, the report translated complex cognitive research into practical strategies to improve teaching and learning outcomes across various educational settings.

The report identified three foundational findings for effective learning: engaging students' preconceptions to build accurate understanding, establishing a solid foundation of factual knowledge integrated with a conceptual framework, and incorporating metacognitive strategies to help students monitor their learning. Building on these findings, Pellegrino's leadership defined five critical insights for future research: creating actionable guidance for educators, tailoring communication for diverse audiences, evaluating educational practices, fostering collaborative research teams, and expanding classroom-focused research.

These principles informed a targeted research and development agenda to enhance learning and teaching, aligning curricula and professional development with contemporary learning science. Pellegrino’s work in this report has been pivotal in bridging research and practice, advancing educational methodologies, and fostering a deeper understanding of effective teaching strategies.

Knowing What Students Know: The Science and Design of Educational Assessment (2001)

"Knowing What Students Know ," co-edited by James Pellegrino, Naomi Chudowsky , and Robert Glaser, is a groundbreaking report that reimagines educational assessment by integrating insights from cognitive science and measurement. Developed by the Committee on the Foundations of Assessment under the National Research Council (NRC) with support from the National Science Foundation (NSF), this report is the product of an extensive three-year study. The study brought together experts to explore innovative practices in assessment, such as cognitive-based methods, new statistical models, self- and peer-assessment programs, and technology-enhanced learning environments. The central goal of the report is to align educational assessments with contemporary understandings of human cognition, making them more effective and equitable.

The report introduces a new conceptual framework for assessment, viewing all assessments as reasoning processes from evidence. It identifies three primary purposes of assessment: to support learning, measure individual achievement, and evaluate educational programs. For assessments to be effective, the report argues they must align with models of cognition and learning that accurately reflect how students develop competence in a subject area. This alignment is essential for drawing meaningful conclusions about student performance. The "assessment triangle" proposed in the report consists of three interconnected components: cognition (understanding how students learn), observation (tasks or situations that reveal learning), and interpretation (methods for analyzing evidence). These elements must be carefully integrated to provide meaningful assessment results.

The report emphasizes the implications of cognitive science for assessment design, advocating for a shift from assessing isolated knowledge to evaluating complex skills, such as problem-solving and metacognition. It calls for assessments that measure what students know and how they apply their knowledge in diverse contexts. It also highlights the potential of advanced psychometric models to provide nuanced interpretations of student performance. However, it notes these models are often underutilized due to their complexity and lack of accessibility for educators.

The report concludes by advocating for an iterative approach to assessment design that incorporates ongoing research and feedback. It underscores the importance of fairness in assessment, calling for evaluations considering students' learning opportunities and addressing equity issues in testing. "Knowing What Students Know" offers a comprehensive vision for the future of educational assessment, emphasizing the need for meaningful, actionable, and equitable practices in education.

Learning and Instruction: A SERP Research Agenda (2004)

James Pellegrino, with co-editor Suzanne Donovan , was instrumental in shaping the "Learning and Instruction: A SERP Research Agenda," a pivotal companion to the SERP Institute (SERP) report. This work outlines a research and development agenda to address the most urgent challenges in educational practice, with a direct focus on supporting classroom teachers. Pellegrino's leadership helped identify crucial areas for improvement and spotlight promising research initiatives that could significantly enhance teaching and learning with further development.

The report advocates for a sustained program of education research and development (R&D) under SERP, aiming to build a solid knowledge base that combines rigorous research with practical application. Pellegrino emphasized the need for a close integration of study and practice, encouraging collaborative priority-setting among educators, policymakers, and researchers. The report proposes a networked approach where focused, coordinated R&D efforts are implemented in real-world educational settings. Pellegrino and his colleagues highlight the importance of aligning assessments and instructional practices to foster continuous improvement and meaningful impact in education by advocating for foundational and applied research.

Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2011)

James Pellegrino significantly contributed to developing the "Framework for K-12 Science Education ," a transformative volume aimed at redefining science education in the United States. This report provides a comprehensive framework for new K-12 science standards, focusing on three core dimensions: scientific and engineering practices, crosscutting concepts, and core ideas across physical sciences, life sciences, earth and space sciences, and engineering and technology.

The report calls for a cohesive approach to science education that spans all grades, encouraging students to participate actively in scientific practices, apply crosscutting concepts, and deepen their understanding of core disciplinary ideas. It emphasizes the integration of these dimensions into standards, curricula, assessments, and teacher development, fostering a culture of inquiry and critical thinking. Aligning all educational components with this framework is crucial to preparing students for a future shaped by science and technology.

Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)

As chair of the Defining Deeper Learning and 21st Century Skills committee, James Pellegrino spearheaded the effort to synthesize research on developing skills vital for 21st-century success. The report emphasizes fostering deeper learning that enables students to master and apply content knowledge and essential skills like critical thinking, problem-solving, collaboration, and communication.

The report advocates for a holistic approach that integrates cognitive, intrapersonal, and interpersonal skills, all crucial for managing complex tasks across various domains. It offers a framework for educational policies and practices that prepare students for future challenges by promoting the transfer of learning across different contexts. Pellegrino’s leadership underscores the importance of evidence-based reforms prioritizing profound learning outcomes, equipping students to effectively apply their knowledge in diverse, real-world situations.

To Assess, To Teach, To Learn: A Vision for the Future of Assessment (Gordon Commission Technical Report, 2013)

The Gordon Commission, led by Chair Edmund Gordon and Co-Chair James Pellegrino, made significant strides in rethinking educational assessment to serve teaching and learning better. The Commission emphasized shifting from traditional, standardized tests to more holistic approaches, considering a more comprehensive array of cognitive, social, and emotional competencies. Through the "Knowledge Synthesis Project," the Commission synthesized contemporary research and identified key areas for future assessment practices, focusing on the dynamic integration of assessment with teaching and learning. Their work outlined critical recommendations for developing assessments that measure what students know and how they learn, fostering environments that support continuous improvement and equity in education. The Commission's efforts culminated in a vision that reimagines educational assessment to enhance learning and development, advocating for adaptable, equitable, and technologically integrated assessments.

Developing Assessments for the Next Generation Science Standards (2014)

As Co-Chair of the Committee on Developing Assessments of Science Proficiency in K-12, James Pellegrino was pivotal in shaping the "Developing Assessments for the Next Generation Science Standards " report. This report calls for a comprehensive assessment system aligned with the "Framework for K-12 Science Education" and the Next Generation Science Standards (NGSS). It emphasizes the need for assessments beyond traditional methods, incorporating tasks that reflect three-dimensional science learning—integrating scientific practices, crosscutting concepts, and core disciplinary ideas.

The report recommends various assessment strategies, from classroom assessments to support instruction to broader-scale assessments that monitor science learning, ensuring a more equitable and inclusive system. Pellegrino and his colleagues advocate for assessments that allow all students to demonstrate their understanding and skills in science, aiming to make science education more aligned with real-world practices and learning.

What Use Is Educational Assessment? (2019)

James Pellegrino and co-editors Amy Berman and Michael Feuer co-edited "What Use Is Educational Assessment?" for The American Academy of Political and Social Science . This volume critically explores the history, current practices, and future directions of educational assessment in the U.S., emphasizing the need for valid, equitable systems aligned with modern learning theories. Through a series of articles, it addresses how assessments monitor educational systems, hold schools accountable, and guide placement decisions from K-12 to higher education.

The volume contains three sections—system monitoring, accountability, and selection and placement—each reflecting distinct purposes of assessments. The editors advocate for a nuanced understanding of assessment tools, recognizing their benefits and limitations. They stress the importance of integrating advances in cognitive science and measurement technology to improve assessment practices, providing a roadmap for developing systems that promote educational equity and effectiveness.

Innovating Assessments to Measure and Support Complex Skills (2023)

James Pellegrino, as a critical contributor to "Innovating Assessments to Measure and Support Complex Skills" -- edited by Mario Piacentini and Natalie Foster collaborates with the PISA Research and Innovation Group (RIG) to advocate for a new approach to educational assessments. Pellegrino argues that assessments must evolve to effectively measure the complex skills needed for success in the 21st century, emphasizing that they should focus on what truly matters, utilize new technologies, and ensure validity and comparability. He and his colleagues call for assessments that capture cognitive and socio-cognitive skills, moving beyond simplistic, traditional measures.

The report promotes developing technology-enhanced assessments that reflect real-world competencies, setting a progressive agenda for the future of educational assessment. The steering committee underscores the need for theoretically robust, practically applicable assessments aligned with contemporary educational goals to better serve diverse learning contexts.

Stackable, Instructionally-embedded, Portable Science (SIPS) Assessment Project (2023)

James Pellegrino, alongside Howard Everson , led the Stackable, Instructionally-embedded, Portable Science (SIPS) Assessments project to develop innovative science assessments aligned with the Next Generation Science Standards (NGSS). Collaborating with states like Nebraska, Alaska, and New York, the SIPS initiative seeks to create integrated assessment resources that ensure high-quality teaching and learning.

The project focuses on the Curriculum-Assessment-Instruction (CIA) Triad and the Assessment Triangle to design assessments that directly support learning. Pellegrino and Everson promote a backward design approach, using frameworks like Understanding by Design (UbD) and Principled Assessment Design (PAD) to align assessments with educational objectives. The SIPS project aims to equip educators with practical tools to foster equitable learning and improve student outcomes by addressing the need for valid, reliable, and multidimensional assessments.

Reimagining Balanced Assessment Systems (2024)

James Pellegrino, co-chairing with Scott Marion , played a key role in the National Academy of Education's "Reimagining Balanced Assessment Systems" report. This 2024 report rethinks balanced assessment systems to focus on equitable learning environments. It provides essential guidance for educators and policymakers to foster productive assessment cultures, design supportive policies and systems, and utilize data to improve assessment practices.

The report emphasizes creating assessments that promote ambitious, equitable learning, developing policies and professional development for effective implementation, and continually refining assessments using data. It underscores the importance of sustainable and inclusive assessments that address the needs of all students, especially those marginalized. Pellegrino and the steering committee continue collaborating with stakeholders to develop tailored guidance, ensuring these systems support diverse educational contexts and enhance learning outcomes.

Conclusion

Through decades of groundbreaking research and leadership, James Pellegrino has challenged educators, researchers, and policymakers to rethink the role of assessments in education. His transformative contributions have emphasized shifting from traditional testing methods to approaches that genuinely align with how students learn, fostering an inclusive environment that supports growth. As we progress, Pellegrino's influence will continue to guide efforts toward more effective and equitable educational practices. Reflecting on his legacy, we are reminded of the power of innovative thinking in shaping a brighter future for education.

Notes

Awards and Recognition.?

James Pellegrino has been recognized with numerous prestigious awards for his contributions to cognitive psychology and educational assessment. In 2013, he received the American Educational Research Association ’s Robert L. Linn Distinguished Address Award, honoring his four decades of work connecting cognitive sciences with educational assessment practices. His leadership on National Research Council committees has significantly impacted educational assessment, influencing practices both in the U.S. and globally, including improvements to the National Assessment of Educational Progress (NAEP) and the development of 21st-century skills measures. In 2015, Pellegrino was awarded the Educational Research Award from the Council of Scientific Society Presidents for enhancing children's learning through research. He also received the 2016 Samuel J. Messick Memorial Lecture Award from the ETS , recognizing his contributions to educational testing and validity theory. That same year, he was honored with the Jason Millman Award from the Consortium for Research on Educational Assessment and Teaching Effectiveness (CREATE), highlighting his exceptional influence on educational assessment. These awards reflect Pellegrino’s ongoing impact on research and his role in shaping the future of learning and assessment.

Tagging colleagues connected to the Gordon Seminar for Assessment in the Service of Learning: Edmund Gordon , Eleanor Armour-Thomas ,Randy Bennett , Robert Mislevy , Kristen Huff , Alina von Davier , Lydia Liu , Laura Slover , Susan Lyons , Scott Marion , Jennifer Randall , James L. Moore III , E. Wyatt Gordon , Maria Elena Oliveri , Stephen Sireci , James Pellegrino , Laura Hamilton , Mary Pitoniak , Brooke Stafford-Brizard , Michael T. Nettles, Ph.D. , Diego Zapata-Rivera , Ourania Rotou , Howard Everson , Eva L. Baker , Andreas Oranje , Neal Kingston , Ye Tong , Na'ilah Nasir , Mario Piacentini ,

Tagging colleagues who appreciate Jim's perspective on assessment in the service of learning: Lorrie Shepard , Guillermo Solano-Flores , Jim Spillane , Roy Pea , Gerunda B. Hughes, Ph.D. , Eleanor Armour-Thomas , Greg Chung , Howard Everson , Susan Lyons , Richard Duran , John Lee , Sheryl Gomez , NATIONAL CENTER FOR THE IMPROVEMENT OF EDUCATIONAL ASSESSMENT INC, Amy Berman , National Academy of Education, Morgan Polikoff , Susan Goldman , Carol Lee , Felice J. Levine , Hal Smith , Lindsay Kubatzky , Erin Marie Furtak , Caroline Wylie , Margaret Heritage , Elena Diaz-Bilello , Jared Anthony, Ph.D. , Carnegie Foundation for the Advancement of Teaching, Carla Evans , Erika Landl , NATIONAL CENTER FOR THE IMPROVEMENT OF EDUCATIONAL ASSESSMENT INC, Donald Peurach , Jennifer Russell , Jose Felipe Martinez F , John Behrens , Kristen DiCerbo , Robert Mislevy , Marion Xiaoming Zhai , Maria Elena Oliveri , Valerie Shute , Yoav Bergner , Stephen Sireci , Chris Dede , Ryan Baker , Kristen Huff , Dylan Arena , Argenta Price , John Sabatini Xiangen Hu , Kathleen Scalise , Cassandra Malcom , Errol Kaylor , Kadriye Ercikan , Han Hui Por , Hongwen Guo , Ido Roll , Miri Barhak- Rabinowitz . Learning Policy Institute

Tagging guests of the Gordon Seminar, who appreciate Jim's scholarship: Jill Burstein , Susan Brookhart , Orrin Murray , Kadriye Ercikan , Neal Kingston , Jim Gee , Lydia Liu , Paul LeMahieu , David Sherer , Timothy Knowles , Aneesha Badrinarayan , Madhabi Chatterji , Jeremy Roberts , Britt Neuhaus , Neil T. Heffernan , Sheryl Gomez , Na'ilah Nasir , Maxine McKinney de Royston , Carol Lee , Kelly Niccolls , Abby Benedetto (she, her) , Jacqueline Darvin, PhD , Osarugue Michelle Odemwingie , Kimberly Cockrell , Maheen Sahoo, M.Ed. , Peter Gault , Jack Buckley , Khaled J. Ismail , Arthur VanderVeen , Sunil Gunderia , Jason Yeatman , Rebecca Kockler, Bob Mislevy , CRESST, UCLA , Fiona Hinds, Ed.D., Susan Lyons of Women in Measurement, Inc. , Jennifer Randall of Center for Measurement Justice , Dr. Jade Caines Lee , Elizabeth Redman , Tianying (Teanna) Feng , Duolingo English Test , Trevor Packer & Tim Moses & Natalya Tabony of The College Board , Elizabeth Mokyr Horner, JoAnn Hsueh of MDRC , Tony Bryk , Dave Escoffery , Rebecca Stone-Danahy , Pamela Cantor MD , the Center for Whole-Child Education | Arizona State University Mary Lou Fulton Teachers College , Jim Shelton of Blue Meridian Partners , Auditi Chakravarty of Advanced Education Research and Development Fund (AERDF) , Kim Smith of LearnerStudio , Yoav Bergner , Jasmine Nation , E. Wyatt Gordon , Saskia Op den Bosch , Lorrie Shepard , Michael Kearns , Andreas Oranje , Alyssa Wise , Fabienne Doucet , Richard Lerner , Ramona Pierson , Barbara Rogoff , Sylvane Vaccarino , Kenji Hakuta ,

Shouting out colleagues working to build on the foundations Jim helped building, including from the American Educational Research Association (AERA), the American Psychological Association (APA), and the National Council on Measurement in Education , along with the Standards Management Committee and the Co-Chairs of the Joint Committee for the Revision of the Standards. The Joint Committee is tasked with revising the 2014 edition of the Standards for Educational and Psychological Testing. The Management Committee, including Drs. Kristen Huff (NCME), Fred Oswald (APA), and Michael Rodriguez (AERA). The Co-Chairs will lead the process: Andres De Los Reyes and Ye Tong . The experts include: Chad Buckendahl hl, PhD, ACS Ventures, LLC; Ellen Forte , PhD, edCount, LLC; Laura Hamilton , PhD, American Institutes for Research; Qiwei He , PhD, Georgetown University; Nathan Kuncel , PhD, University of Minnesota; Cara Cahalan Laitusis , PhD, Center for Assessment; Maria Marquine , PhD, Duke University; Rochelle Michel , PhD, Smarter Balanced; Mike Russell , PhD, Boston College; Pohai Kukea Shultz, PhD, University of Hawai’i; Stephen Sireci , PhD, University of Massachusetts; Stephen Stark , PhD, University of South Florida; Mark Wilson , PhD, University of California, Berkeley; Frank C. Worrell , PhD, University of California, Berkeley;

Tagging folks who appreciate James Pellegrino 's contribution to our nation's R&D infrastructures: Jessica Heppen , James L. Moore III , James L. Moore III , Matthew Soldner , Elizabeth Albro, PhD , Shaun Harper , Deborah Loewenberg Ball , Joyce Elaine King , Barbara Schneider , kris Gutierrez , Augustus Mays , Winsome Waite, PhD ,Jeremy Roschelle , Gabriela Lopez , Christina Cipriano , Sara Schapiro , Charles Barone , Kelly Fitzsimmons , Denise Forte , Katie Boody Adorno , Bridget Cherry ,

Tagging folks who know Dr. Pellegrino and his work: Gina Burkhardt , Edith Aurora Graf , Krista Burrus Mattern , Jan L. Plass , Elena Silva , Michael T. Nettles, Ph.D. , Dianne Henderson , Brian Reiter , John Tanner , Marianne Perie , Madeleine Keehner, PhD , James Hertzog , Shilpi Niyogi , Keith Krueger , Malcolm Bauer , Diego Zapata-Rivera , Ted Sanders , Yigal Rosen , Kent McGuire , Vic Vuchic , Susan Rundell Singer , Catherine Close , Dawn Leusner , Michael H. Levine , Manu Kapur , Kurt Squire , Emile Session , Robert Meyer , Kristopher J. , Constance Steinkuehler , Mary Ann Simpson , John Behrens , Susan Fuhrman , Fred Oswald , Ida M. Lawrence , Joyce Zurkowski , Circe Stumbo , Ed Dieterle , Sasha Barab , Kylie Peppler , Alex Casillas , Isaac Bejar , Bob Wise , Bill Penuel , Ulrich Boser , Margaret Honey , Andrew Pass , Andrew Latham , Jim Kohlmoos , Mikyung Kim Wolf , Adam Zalisk , Rich Halverson , Nelson G. , Karen Cator , Dr. Susan Tave Zelman , Seth Corrigan, MPH, Phd , Michael Kubiak , David Kirp , Seth Gerson , Girlie Delacruz , Ernest Morrell , Andres Henriquez , Mary Pitoniak , Wayne Camara , Ann Edwards , Jim Stigler , William B. Harvey , Paul Goren , Margaret Beale SPENCER , William Tate , Mark Rigdon , Judy Wurtzel , Enis Dogan , Kimberley Gomez, Ph.D. , Mark Berends , Jody Clarke-Midura , Ryan Blitstein , Greg Vafis , Marc Julian , Jonathan Steinberg , Daniel T. Hickey , Thomas Toch , Tom Kalil , Chris Minnich , Steven Schneider , Adam Gamoran , Marc Tucker , Nancy Segal , Kyle Snow , Tony Smith , David Conley , Sue Bohle , John Q. Easton , Elif G. Bryant , Robert Floden , LRDC University of Pittsburgh , Jane Hannaway , David Berliner , Tiago Cali?o , William Buchanan , Louise C. Wilkinson , David Haselkorn

Tagging colleagues who are advancing the future of NAEP: Lesley Muldoon , Daniel Alcazar-Roman , Wade Whitehead , Jessica North , Jenny F. , Bonnie Hain , Tina Cheuk, Ph.D. , Beverly Eaves Perdue , Alice Peisch , Lisa Ashe , Shari Camhi , Dr. Michelle Cantu-Wilson , Tyler Cramer , Viola Garcia , Angélica Infante-Green , Patrick L Kelly , Anna King , Reginald McGregor , Julia Rafal-Baer , Ron Reynolds , Nardi Routten , Jane Swift , and Mark White . Sami Kitmitto , Laura Hamilton , Peter Behuniak , Derek Briggs , Jack Buckley , Akisha Osei Sarfo, Ph.D. , osei sarfo .

Elevating this article with folks involved this stage of the formation of SERP Institute : Deborah Loewenberg Ball , Jill Harrison Berg , Susan Carey , Mary Ellen Dakin , Barbara Foorman , Walter Kintsch , Sharon Robinson , Jon Saphier , Joseph Torgesen , Mark Wilson , suzanne m wilson , Alexandra Wigdor , Catherine Snow , Jim Baron , david cohen , Laura Cooper , Michael Rothschild , Ted Sanders , Uri Treisman , Kent McGuire , Vivien Stewart , Karin Egan , Ken Koedinger ,

Tagging colleagues involved in the Innovating Assessment volume with Jim: Chapters are included by colleagues such as Argenta Price , John Sabatini Xiangen Hu Keith Shubeck, Kathleen Scalise , Cassandra Malcom , Errol Kaylor , Kadriye Ercikan , Han Hui Por , Hongwen Guo , Ido Roll , Miri Barhak- Rabinowitz . RIG members including Kadriye Ercikan , Xiangen Hu , Cesar A. A. Nunes (Universidade Estadual de Campinas), Ido Roll , & Kathleen Scalise (University of Oregon). He acknowledges Andreas Schleicher and Yuri Obara Belfali (Head of the Early Childhood and Schools Division).

The NAEd Balanced Assessment volume has great folks involved: The volume’s Steering Committee Scott Marion , James Pellegrino , Linda Darling-Hammond , Edward Haertel, Jennifer Randall , Lorrie Shepard , Guillermo Solano-Flores , Jim Spillane , Jonathan Supovitz. Chapter co-authors for this important volume include: Amy Berman , National Academy of Education Morgan Polikoff , Ethan Hutt , Susan Goldman , Erin Marie Furtak , Caroline Wylie , NATIONAL CENTER FOR THE IMPROVEMENT OF EDUCATIONAL ASSESSMENT INC, Margaret Heritage , Jared Anthony, Ph.D. , Carla Evans , Erika Landl , Donald Peurach , Jennifer Russell , Jose Felipe Martinez F ,