Measurement in the Context of Formative Classroom Assessment
This talk will survey the last 25 years of work at the BEAR Center on the BEAR Assessment System (BAS). It will begin by noting the initial motivations for developing this approach to measurement/assessment, focusing on the question of what are the measurement demands in the context of formative classroom assessments. This will be followed by a brief description of the BAS, accompanied by discussion of how it reflects a response to this question. Following that, it will also explore the following. (a) What are the most important developments in the BAS since 2000? (b) What are some important examples of BAS assessments? (c) How should BAS interface with state testing? (d) What are the challenges and opportunities?
Mark Wilson's interests focus on measurement and applied statistics. His work spans a range of issues in measurement and assessment from the development of new statistical models for analyzing measurement data, to the development of new assessments in subject matter areas such as science education, patient-reported outcomes and child development, to policy issues in the use of assessment data in accountability systems. He has recently published three books: the first, Constructing Measures: An Item Response Modeling Approach; the second, Explanatory Item Response Models: A Generalized Linear and Nonlinear Approach (with Paul De Boeck of the University of Leuven in Belgium); the third, Towards Coherence between Classroom Assessment and Accountability. He currently chairs a National Research Council committee on assessment of science achievement. He is founding editor of the new journal Measurement: Interdisciplinary Research and Perspectives.