Major Projects
Assessment Development:
State, District and Classroom

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STATE-LEVEL

• With the University of Missouri-Columbia Assessment Resource Center, participated in the development of the College Basic Academic Subjects Examination  (C- BASE), a criterion-referenced achievement examination for college undergraduates in mathematics, science, social studies, and English/language arts with a direct assessment of writing; developed the scoring rubric and the scoring procedures/training protocol for the writing assessment. Missouri continues to use the instrument as an admissions requirement for teacher education; instrument is used in other states to assess lower-division, General Education academic achievement. The instrument is analogous to ETS' PRAXIS I, although C-BASE includes science and social studies.
• Under a three-way contract with the Arizona Department of Education, Riverside Publishing Company, and the University of Missouri-Columbia Assessment Resource Center, constructed a scoring system and related scorer training for the Arizona Student Assessment Plan (ASAP)-a constructed-response academic achievement examination in reading, mathematics, and science for grades 3, 8, and 11; instruments required development of more than 200 individual rubrics and design/implementation of a de-centralized scorer training program.
• Under a contract with the Maryland State Department of Education, developed and piloted a high school (11^th grade) interdisciplinary constructed-response assessment (reading, writing, mathematics, science, social studies).
• Under a contract with the Maryland State Department of Education, developed and piloted a high school (11^th grade) interdisciplinary portfolio assessment (reading, writing, mathematics, science, social studies).

DISTRICT-LEVEL

• Designed and facilitated teacher development of a district-wide, K-12 off-grade constructed-response assessment program in mathematics, English/language arts, and science for a Phoenix (AZ)-area school district; initiated with district central office administrators a performance-based educator accountability system.

CLASSROOM-LEVEL

• Assisted in the design and implementation of the Show-Me Performance- Based Assessment Project, a five-year project successfully preparing teachers to develop and implement rigorous classroom performance-based instruction and assessments, as well as helping them become district and building leaders in the dissemination of the skills and knowledge gained through the project.
• Created and taught for two years Missouri Assessment Program (MAP) 2000, a K-12 classroom teacher trainer-of-trainers program in performance-based assessment; provided continuing consulting to MAP 2000 Regional Professional Development Centers facilitators for another two years.
• Taught graduate-level courses in performance-based assessment for classroom teachers for the University of Missouri-Columbia, Continuing Professional Education, and for the Heart of Missouri Regional Professional Development Center.
• Provided Arizona Student Assessment Plan (ASAP) scorer training and many workshops/presentations/seminars for the Arizona Department of Education, Arizona professional educator organizations, and school districts/classroom teachers in the design, implementation, and analysis of performance-based instructional activities and assessments.