Research
Our research history is extensive. This research is varied but it often involves the practical application of measurement and assessment theory to issues facing educational practitioners, leaders, and policymakers. These investigations frequently approach research on assessment and measurement from both a technical perspective and a policy perspective. We believe that it is important to not only understand the technical complexities of assessment but also to put that understanding to appropriate use in the context of public education.
Much of our recent research has focused on issues around the technical aspects of collecting data, combining measures, and aligning assessments to educational objectives or state standards such as Common Core Standards (see Brown & Conley, 2007; Brown & Niemi, 2007, 2009; Brown & Villarreal, 2007, Shelton & Brown, 2010). We also investigate the appropriateness of particular assessments and standards at certain grade levels, and the mechanisms for establishing performance standards for student learning. Ongoing work continues in this tradition and includes developing indicator systems to evaluate school performance, developing better measures of comparing similar schools in terms of academic performance, and further exploring the alignment of testing systems across the elementary through post-secondary continuum. Our research contributes to the broader landscape by informing those who rely on tests and assessments about the technical aspects of test scores and the limits to them. It also contributes to broader policy issues regarding how and under what conditions student test scores can and should be used to make important educational policy decisions and to maximize the value of testing opportunities by making testing most efficient.
Assessment research is tremendously important. Educational assessment and measurement are at the heart of educational accountability systems and state educational policies regarding school, teacher, and student accountability. It is also important because it addresses issues regarding transitions between educational systems such as secondary and post-secondary, and how assessments are and can be used to facilitate such transitions for all students, but most importantly for students whose opportunities are more limited, such as those served by the California community colleges. To this end, we are currently pilot testing a newly developed cognitively diagnostic assessment to help reduce remediation at a local community college in order to facilitate these transitions.
Our work is impactful. Following a study of national high school testing practices presented to the Washington State Board of Education, a policy decision to move toward more end-of-course assessments was made. Further, the Report of the Consultation Council Task Force on Assessment to the Board of Governors of the California Community Colleges (October 2007) relied heavily on the work of Dr. Brown and Dr. Niemi in making policy recommendations for improving educational assessments at the community college campuses across California.
Washington Post education reporter Jay Mathews dedicated an entire column to one of our research reports, stating “…for the millions of people who care about community colleges – including the nearly half of all U.S. college students who attend them – it is a must read”.
Our research history is extensive. This research is varied but it often involves the practical application of measurement and assessment theory to issues facing educational practitioners, leaders, and policymakers. These investigations frequently approach research on assessment and measurement from both a technical perspective and a policy perspective. We believe that it is important to not only understand the technical complexities of assessment but also to put that understanding to appropriate use in the context of public education.
Much of our recent research has focused on issues around the technical aspects of collecting data, combining measures, and aligning assessments to educational objectives or state standards such as Common Core Standards (see Brown & Conley, 2007; Brown & Niemi, 2007, 2009; Brown & Villarreal, 2007, Shelton & Brown, 2010). We also investigate the appropriateness of particular assessments and standards at certain grade levels, and the mechanisms for establishing performance standards for student learning. Ongoing work continues in this tradition and includes developing indicator systems to evaluate school performance, developing better measures of comparing similar schools in terms of academic performance, and further exploring the alignment of testing systems across the elementary through post-secondary continuum. Our research contributes to the broader landscape by informing those who rely on tests and assessments about the technical aspects of test scores and the limits to them. It also contributes to broader policy issues regarding how and under what conditions student test scores can and should be used to make important educational policy decisions and to maximize the value of testing opportunities by making testing most efficient.
Assessment research is tremendously important. Educational assessment and measurement are at the heart of educational accountability systems and state educational policies regarding school, teacher, and student accountability. It is also important because it addresses issues regarding transitions between educational systems such as secondary and post-secondary, and how assessments are and can be used to facilitate such transitions for all students, but most importantly for students whose opportunities are more limited, such as those served by the California community colleges. To this end, we are currently pilot testing a newly developed cognitively diagnostic assessment to help reduce remediation at a local community college in order to facilitate these transitions.
Our work is impactful. Following a study of national high school testing practices presented to the Washington State Board of Education, a policy decision to move toward more end-of-course assessments was made. Further, the Report of the Consultation Council Task Force on Assessment to the Board of Governors of the California Community Colleges (October 2007) relied heavily on the work of Dr. Brown and Dr. Niemi in making policy recommendations for improving educational assessments at the community college campuses across California.
Washington Post education reporter Jay Mathews dedicated an entire column to one of our research reports, stating “…for the millions of people who care about community colleges – including the nearly half of all U.S. college students who attend them – it is a must read”.
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