Jerome Clauser received his B.S. in Economics from the West Chester University of Pennsylvania in 2007. While with REMP he has interned for the Lower Pioneer Valley Educational Collaborative and Data Recognition Corporation, and has been involved in project work for the Massachusetts DESE, Pearson, and ETS. His research interests include standard setting, innovative score reporting, and value added modeling. Jerome is scheduled to graduate with his Ed.D. in the spring of 2013.
Kimberly Colvin received her B.S. in Statistics and Biometry and M.A.T. in Curriculum and Instruction from Cornell University and her M.A. in Statistics from the University of Rochester. Prior to joining REMP, Kim taught high school and college mathematics for 10 years. As a high school teacher, she taught pre-calculus, remedial algebra and Advanced Placement courses in Statistics and Computer Science, as well as serving as her district's Curriculum Coordinator for K-12 Mathematics. While at REMP, Kim has worked with several large-scale assessments. Her interests include item response theory, differential item functioning and the evaluation of teachers and administrators.
Robert Cook entered the Research and Evaluation Methods Program in the Fall of 2009. Before joining REMP, he worked developing software applications in the private sector. Rob has since used his programming skills to develop and analyze psychometric software for Measured Progress and the National Board of Medical Examiners. His psychometric interests include innovations in testing, using computational linguistics to evaluate performance assessments, cognitive diagnostic testing, and applications of item response theory.
Katrina Crotts earned a B.A. in Psychology with minors in Mathematics and Spanish from Westfield State University in 2009. She joined REMP in the fall of 2009 and has been involved in various projects such as developing items and examining content validity for the Massachusetts Adult Proficiency Test, examining the utilization of network analysis for evaluating teacher collaboration, conducting a literature review of racial/ethnic and linguistic achievement gaps, and assisting with an alignment study for the Puerto Rico assessment. Her current research interests include computer-based testing, validity theory, applications of item response theory, and test accommodations for English learners and students with disabilities.
Molly Faulkner-Bond earned her B.A. in Philosophy, magna cum laude, from Harvard in 2006, as well as a certificate from the university's interdisciplinary Mind, Brain, Behavior program. In early 2009, after spending two years abroad in Australia and New Zealand, she took a job at edCount, LLC, a Washington-DC based education firm that conducts research and provides technical assistance relating to standards, assessment and accountability, particularly for English learners and students with significant cognitive disabilities. In her nearly three years at edCount, Molly contributed to a number of validity evaluation studies for state-level assessments, all of which applied the argument-based approach to validity evaluation; these projects allowed her to design and pilot research instruments, facilitate focus groups, design and populate student score reports, assist with assessment administration, support standard-setting and alignment studies, develop validity evaluation plans, and draft and edit reports and presentations summarizing study findings. In 2010, Molly also co-authored the book The Administrator's Guide to Federal Programs for English Learners with edCount president and CEO, Dr. Ellen Forte. Molly joined the REMP program in fall of 2011 to pursue her interest in assessment and validity theory, with a special interest in developing valid assessments and assessment systems for English learners.
Chris Foster received a B.A. in Psychology and Spanish Language from Wesleyan University and a M.A. After his undergraduate career he immediately enrolled in the UMASS REMP program. While at UMASS, he has participated in a variety of projects dealing with large-scale assessment and data analysis. His current research interests include issues in small sample parameter estimation. Additionally Chris has focused a large amount of effort on cheating behaviors in testing situations across a variety of situations and individuals to help better improve cheating detection methodology.
Gerard Langlois is a 1988 graduate of the Alderson-Broaddus College Physician Assistant Program, receiving a Bachelor of Science. He then completed the Montefiore Medical Center Post Graduate Residency in Surgery, graduating in 1989. He has held several clinical positions as a Surgical Physician Assistant. He completed his Masters of Science in Physician Assistant Studies at Alderson-Broaddus in 2008. Since 2005, he runs the daily operations of the simulation center at Baystate Health System, Springfield Massachusetts. Given his current position, he has an interest in high stakes assessment of graduate physicians, physician assistants, and other healthcare providers. He maintains the position of Clinical Instructor of Medicine at Tufts University School of Medicine as well as working per-diem for the Cardiac Surgery division at Baystate.
Minji Kang Lee received her B.A. in English Language and Education from Korea University, and an M.Ed. in Mind, Brain, and Education from Harvard University. Prior to joining REMP, she taught English as a foreign language at an innovative charter high school that focuses on character education. As a Fulbright scholar, she taught intermediate and advanced Korean language at Rutgers University. Her present research interests include test translation, computer adaptive testing, and the use of response times to detect differential item functioning and aberrant test-taking behavior.
Xueming Li received her B.A. in Chinese Language and Literature from Qingdao University in China and a M.A. in Language, Literacy and Culture from Umass Amherst. She joined REMP in 2010 and has been involved in various psychometric analyses and IRT applications of multiple projects. Her current research interests include IRT applications, computer-based testing, validity study, and cross-cultural issues in educational testing.
Joseph Rios received his B.A. in psychology from Lewis & Clark College and his M.A. in educational psychology with a specialization in quantitative methodology from the University of California, Riverside (UCR). While at UCR, he worked as a graduate student researcher on an IES-funded study, where he was responsible for leading several research assistants in conducting psychometric analyses of experimentally designed measures. Joseph's previous research has focused on test development, differential item functioning, structural equation modeling, and test adaptation equivalence. His current research interests, which include IRT and non-IRT applications in assessing score comparability between ELL and non-ELL examinees, and test accommodations (e.g., alternative item formats that reduce linguistic complexity), are concerned with the fair and accurate assessment of English language learners. Furthermore, he is also interested in test adaptation and score linking procedures in promoting international assessment and cross-cultural research.
MinJeong Shin recieved a B.A. in education and English language and literature, and an M.A. in educational measurement and evaluation, from Yonsei University in Korea. She joined REMP in the fall of 2011. Prior to joining REMP, she worked at the Korea Institute for Currirulum and Evaluation, and dealt with large-scale assessments, especially the college scholastic ability test. Her research interests include item response theory, G-theory, tests composed of testlets, and test equating.
Amanda Soto received her B.A. in Social & Behavioral Science from the Johns Hopkins University, and an M.Ed. from the University of Pennsylvania. Prior to joining REMP, she was a research associate with the Center for the Study of Boys' and Girls' Lives in Philadelphia, PA. Her present research interests include growth and value-added modeling, equity and design issues in K-12 testing, designing and refining credentialing examinations, and the use and design of computer-adaptive tests.
Xi Wang received a B.S. in Psychology from Beijing Normal University in 2011. In the fall of 2011, Xi began doctorate study in Research and Evaluation Methods Program at UMass Amherst. Prior to joining REMP, Xi did an internship in National Assessment of Education Quality in China as a data analyst and have built some background in psychometric theories and methods. Xi's current research interests include test dimensionality study, as well as the application of item response theory in psychological research and assessment.