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Caroline Wylie
Principal Research Scientist/Research Director K-12 Teaching, Learning and Assessment,
ETS (formerly known as Educational
Testing Service), United States


Caroline Wylie is a managing principal research scientist in the K12 Teaching, Learning, and Assessment Research center at ETS. She holds an undergraduate degree in applied mathematics and physics, a postgraduate certificate in teaching high school mathematics and information technology, and a doctorate in educational assessment, all from Queen’s University, Belfast.

Her current research centers on issues around balanced assessment systems, with a focus on the use of formative assessment to improve classroom teaching and learning. She has led studies related to the creation of effective, scaleable and sustainable teacher professional development, focused on formative assessment, on the formative use of diagnostic questions for classroom-based assessment, assessment literacy, and on the role of learning progressions to support formative assessment in mathematics and science. She is currently the principal investigator of project funded by the Institute of Education Sciences in issues of water quality as it relates to formative classroom observations, and the relationship between observations, feedback, and changes to practice.

She is the co-advisor for the Council of Chief State School Officers Balanced Assessment Systems Collaborative. The collaborative members are primarily department of education staff with formative assessment responsibilities from 20 states/territories. She is also the co-chair of the Classroom Assessment Task Force for the National Assessment of Educational Progress.

Keynote Address: Using Formative Assessment to Bridge Teaching and Learning


Teachers are inundated with assessment information including accountability assessments and international comparison data, along with classroom assessment data. Online assessments that use technology-enhanced items can provide process data in addition to information about correctly and incorrectly answered questions. To what extent can data from these formal assessments inform ongoing teaching and learning in the classroom? In this presentation I will explore how participants can help teachers make appropriate use of formal assessment data while also providing opportunities for professional learning about – and use of – formative assessment practices to inform classroom instruction.

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