Structure, Operations, and Activities

Initially, the most visible activity that CASMA will undertake is co-sponsoring with ACT a conference on testing to be held November 8, 2003 at ACT's conference facilities. Also, CASMA will be supporting Dr. Brennan’s newly accepted role as editor for the fourth edition of Educational Measurement—the "Bible" for the field.

CASMA has an Internal Advisory Committee consisting of the Dean of the
College of Education, and one faculty member from each of the Departments within the College (Dr. Nicholas Colangelo, Dr. Micheline Chalhoub-Deville, Dr. Michael Kolen, and Dr Ernest Pascarella). An External Advisory Committee will be formed and meet during the 2003-04 academic year.

The pursuit of research-based advancements in measurement and assessment, which is central to CASMA’s mission, will necessitate focused attention on numerous issues, including, in particular: (a) the development of new measurement procedures and psychometric methodologies that are responsive to new needs and initiatives in testing; and (b) current and likely advances in technology that have the potential of positively impacting how testing and assessment programs are created, delivered, evaluated, and validated. These two foci are likely to substantially influence a great deal of the activities that CASMA undertakes.

Some of these activities will be uniquely associated with CASMA; other activities may involve partnerships with faculty in the College of Education, with other units within the University, and/or with external organizations or companies. CASMA’s role in such partnerships may range from periodic consultation to joint collaboration in large scale projects. Because measurement and assessment are an integral part of numerous projects in a variety of disciplines, such partnerships may play a significant role in CASMA’s future.

The results of CASMA’s research will be reported in a variety of outlets.
For example, the CASMA Research Report Series will be established and be available in hard-copy form and over the web. Also, selected segments of research conducted by CASMA staff will be published in journals, monographs, and books.

Since CASMA is a new center with a broad mission and a small staff, it is not possible to state exactly what activities it will pursue in the near future. However, with adequate resources, some illustrative initiatives that might be undertaken are listed next.

• CASMA might provide consulation and/or collaborative support on measurement and assessment issues to various groups including, for example, faculty and staff in the College of Education as well as other colleges/units within the university.
  
• CASMA might be involved in undertaking research associated with, technical measurement tasks required by the newly passed “No Child Left Behind” (NCLB) Act.
  
• CASMA might develop computer-based or web-based testing for “low
  stakes” diagnostic testing, for “niche” testing aimed at particular subgroups of students with special needs, and/or for very specific types of tests that cannot be delivered well via a paper-and-pencil format.
  
• CASMA might conduct research on new uses of computer-generated score reports that have interactive features.
  
• CASMA might develop, and make generally available, one or more suites of computer programs for performing various tasks associated with the development, delivery, and/or validation of testing and assessment instruments.
  
• CASMA might undertake collaborative, interdisciplinary activities in the assessment of higher education from the perspective of various socialscience disciplines.
  
• CASMA might develop an educational measurement and assessment training program for administrations and professionals who do not have the time or opportunity to pursue a degree in measurement.
  
• CASMA might provide an environment for established measurement professionals to take sabbaticals, with the persons on sabbaticals contributing some of their expertise to the work of CASMA.
  
• CASMA might sponsor or co-sponsor post-doctoral fellowships.