Rebecca Kopriva, Senior Research Scientist, has served as Principal Investigator on many federally funded experimental projects. Most recently she directed three consecutive studies developing and investigating innovative test items in mathematics and science at multiple grade levels. Prior to joining WCER, she founded and headed the Center for the Study of Assessment Validity and Evaluation at the University of Maryland. Dr. Kopriva was also on the faculty at California State University Fresno, and served as the Director of Student Assessment in Delaware. A frequent speaker at national conferences and other venues, she has written and published numerous papers, articles and chapters. Her latest book (2008) outlines essential considerations for the assessment of populations for whom language, literacy, format, or cultural challenges are problematic. Dr. Kopriva holds a BA in Studio Art, an M.S. in Counseling, and a Ph.D. in Applied Statistics.
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Therese Gleason Carr, Researcher, has 15 years of experience in educational research, policy, program management, and teaching English learners. Prior to joining WCER, Therese served as TUDA Program lead in the NAEP State Service Center at Westat, consultant to the Center for Applied Linguistics, and head of the Grants Unit and NAEP State Coordinator in the Office of Assessment at the South Carolina Department of Education. A former English composition and ESL instructor, Therese has five years of teaching experience at the University of South Carolina, Saint Louis University – Madrid, and the University of Kentucky. She has an undergraduate degree in Spanish and an MA in English with concentrations in Teaching English as a Second Language and Creative Writing, and 33 hours of coursework toward her Ph.D. in Educational Psychology and Research. Therese has delivered numerous papers, presentations, and trainings at national meetings and workshops.
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Dr. Ed Roeber, Consultant, has a wealth of expertise and experience in applied educational measurement issues. He currently consults with WIDA, among other state and national organizations, on the design, development, and implementation of large-scale and assessment programs. Dr. Roeber worked for nearly 20 years in the Michigan Department of Education, eventually serving as Senior Executive Director of the Office of Educational Assessment & Accountability, among other roles. Additional posts held by Dr. Roeber have included Director of Student Assessment Programs for the Council of Chief State School Officers, Vice President of External Relations at Measured Progress, and faculty member in the College of Education at the Michigan State University. Dr. Roeber earned a Ph.D. in Measurement and Evaluation. He has authored numerous articles, reports, and other publications and regularly delivers presentations to various groups around the country.
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Stephanie Borjas is a doctoral student in Educational Psychology with a concentration in School Psychology at the University of Wisconsin-Madison. As an undergraduate, Stephanie worked as a research assistant in the Cognition, Learning, and Development (CLAD) Lab at the University of Notre Dame on projects exploring how children think, learn, and solve problems in the domain of mathematics. Her two undergraduate theses investigated methods of teaching math equivalence problems and the diagnosis of autism in Spain, respectively. Most recently, Stephanie has worked on a UW study to validate curriculum-based measures (CBMs) for English learners and a meta-analysis investigating academic interventions that reduce the achievement gap.
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Blake Myers is a doctoral student in Philosophy at the University of Wisconsin-Madison. Prior to joining the Institute, Blake served for three years as a research assistant in the UW Psychiatry Department, where he provided research and writing support on projects related to cognition, neuroscience, and language. Blake has served as lead author on several articles published in psychology, philosophy, and neuroscience journals. His doctoral dissertation is exploring the relationship between knowledge and understanding.
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