275:
a follow-up article, Toward a Theory of
Socioculturally Responsive Assessment, he assembles assessment design principles from multiple literatures and uses them to fashion a definition, theory, and suggested path for implementing measures more attuned to the social, cultural, and other relevant characteristics of diverse individuals and the contexts in which they live. That line of thinking is elaborated upon in Let's Agree to (Mostly) Agree: A Response to Solano-Flores.
249:
Transforming K-12 Assessment and
Cognitively Based Assessment of, for, and as Learning. The latter publication articulated assumptions for the CBAL assessment model in a detailed "theory of action," which described the assessment system components, intended outcomes, and the action mechanisms that should lead to those outcomes, predating the generally recommended use of that device in operational testing programs.
36:
271:, for example, caution is needed because of the inscrutability of some AI scoring methods, their use of correlates that can be easily manipulated for undeserved score gain, and the routine practice of building scoring algorithms to model the judgment of operational human graders, thereby unintentionally incorporating human biases.
232:
three-stage framework for how paper-and-pencil tests would gradually transition to digital form, eventually melding with online activities, blurring the distinction between learning and assessment, and leading to improvements in both pursuits. A series of subsequent publications built upon the work of
274:
Bennett's latest work centers on equity in assessment. The commentary, The Good Side of COVID-19, makes the case that standardized testing, and educational assessment more generally, must be rethought so that they better align with the multicultural, pluralistic society the US is rapidly becoming. In
252:
The journal article, Formative
Assessment: A Critical Review, questioned the magnitude of efficacy claims, the meaningfulness of existing definitions, and the general absence of disciplinary considerations in the conceptualization and implementation of formative assessment. The article encouraged a
248:
and others to create a unified model for formative and summative assessments under the
Cognitively Based Assessment of, for, and as Learning (CBAL) initiative. This work, noted in the citations for both the E.F. Lindquist Award and his AERA Fellow designation, is described in two journal articles,
218:
in 2022, and the AERA Cognition and
Assessment Special Interest Group Outstanding Contribution to Research in Cognition and Assessment Award in 2024. Randy Bennett was elected President of both the International Association for Educational Assessment (IAEA), a worldwide organization primarily
231:
Bennett is author or editor of nine books, as well as over 100 journal articles, chapters, and technical reports. Those publications have concentrated on several themes. The 1998 publication, Reinventing
Assessment: Speculations on the Future of Large-Scale Educational Testing, presented a
510:
Bennett, R.E.; Gitomer, D.H. (2009). "Transforming K-12 assessment: Integrating accountability testing, formative assessment, and professional support. In C. Wyatt-Smith & J. Cumming (Eds.), Educational assessment in the 21st century". New York: Springer.
202:. His research and writing focus on bringing together advances in cognitive science, technology, and measurement to improve teaching and learning. He received the ETS Senior Scientist Award in 1996, the ETS Career Achievement Award in 2005, the
302:
Cline, H. F., Bennett, R. E., Kershaw, R. C., Schneiderman, M. B., Stecher, B., & Wilson, S. (1986). The electronic schoolhouse: The IBM secondary school computer education program. Hillsdale, NJ: Lawrence
Erlbaum Associates.
289:
Bennett, R. E., & Ward, W. C. (Eds.). (1993). Construction vs. choice in cognitive measurement: Issues in constructed response, performance testing, and portfolio assessment. Hillsdale, NJ: Lawrence
Erlbaum Associates.
267:(AI) methods for scoring consequential tests. That theme was developed in a book chapter, Validity and Automated Scoring, and summarized in The Changing Nature of Educational Assessment. These publications note that in
535:
522:
Bennett, R.E. (2010). "Cognitively based assessment of, for, and as learning: A preliminary theory of action for summative and formative assessment". Measurement: Interdisciplinary
Research and Perspectives, 8.
253:
deeper examination of premises, more careful consideration of effectiveness claims, and a move toward incorporating domain considerations directly into the structure and practice of formative assessment.
767:
Bennett, R.E.; Zhang, M. (2016). "Validity and automated scoring. In F. Drasgow (Ed.), Technology and testing: Improving educational and psychological measurement". New York: Routledge. pp. 142–173.
214:'s (NCME) Bradley Hanson Award for Contributions to Educational Measurement in 2019 (with H. Guo, M. Zhang, and P. Deane), the E. F. Lindquist Award from AERA and ACT in 2020, elected membership in the
286:
Bennett, R. E., & von Davier, M. (Eds.). (2017). Advancing human assessment: The methodological, psychological, and policy contributions of ETS. Cham, Switzerland: Springer Open.
950:
256:
Two reports--Online
Assessment in Mathematics and Writing and Problem Solving in Technology Rich Environments--documented studies that helped set the stage for moving the US
293:
Willingham, W. W., Ragosta, M., Bennett, R. E., Braun, H. I. Rock, D. A., & Powers, D. E. (1988). Testing handicapped people. Boston, MA: Allyn & Bacon.
220:
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is an American educational researcher who specializes in educational assessment. He is currently the Norman O. Frederiksen Chair in Assessment Innovation at
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Bennett, R. E., & Maher, C. A. (Eds). (1986). Emerging perspectives in the assessment of exceptional children. New York: Haworth Press.
753:
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Andrade, H. L., Bennett, R. E., & Cizek, G. J. (Eds.). (2019). Handbook of formative assessment in the disciplines. New York: Routledge.
203:
182:
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50:
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223:(NCME), whose members are employed in universities, testing organizations, state and federal education departments, and school districts.
421:
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Online Assessment in Mathematics and Writing: Reports From the NAEP Technology-Based Assessment Project, Research and Development Series
263:
Several recent articles called attention to the need for testing companies and state education departments to exercise caution in using
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Maher, C. A., & Bennett, R. E. (1984). Planning and evaluating special education services. Englewood Cliffs, NJ: Prentice-Hall.
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623:
68:
57:
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Bennett, R. E., & Maher, C. A. (Eds.). (1984). Microcomputers and exceptional children. New York: Haworth Press.
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Cognitively Based Assessment of, for, and as Learning: A preliminary theory of action for summative and formative assessment
215:
157:
147:
496:
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536:"National Council on Measurement in Education (NCME) Position Statement on Theories of Action for Testing Programs"
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Bennett, R. E. (Ed.). (1987). Planning and evaluating computer education programs. Columbus, OH: Merrill.
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Problem Solving in Technology-Rich Environments: A Report From the NAEP Technology-Based Assessment Project
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Chalhoub-Deville, M. (2016). "Validity theory: Reform policies, accountability testing, and consequences".
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Cognition and Assessment SIG Outstanding Contribution to Research in Cognition and Assessment Award
131:
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Sandene, B.; Horkay, N.; Bennett, R.E.; Allen, N.; Braswell, J.; Kaplan, B.; Oranje, A. (2005).
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375:"Bradley Hanson Award for Contributions to Educational Measurement Recipients Announced"
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467:"Reinventing Assessment: Speculations on the Future of Large-Scale Educational Testing"
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444:"Current Award: 2024 Outstanding Contribution to Research in Cognition and Assessment"
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Formative Assessment in the Disciplines: Framing a Continuum of Professional Learning
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Bennett, R.E. (2023). "Let's Agree to (Mostly) Agree: A Response to Solano-Flores".
608:
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676:. International Journal of Curriculum Development and Practice. pp. 15–47.
422:"Seventeen Scholars Elected to Membership in the National Academy of Education"
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674:"A Critical Review of Formative Assessment Research and Practice in Japan"
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Baird, J.; Hopfenbeck, T.N.; Newton, P.; Stobart, G.; Steen-Utheim, A.T.
101:
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Bennett, R.E. (2015). "The Changing Nature of Educational Assessment".
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constituted of governmental and NGO measurement organizations, and the
595:. Assessment in Education: Principles, Policy and Practice, 18: 5–25.
482:"Ending Hit-and-Run Testing: ETS Sets Out to Revolutionize Assessment"
328:"Honoring the Very Best: Recognition for a Stellar Group of TC Alumni"
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Educational Assessment: What to Watch in a Rapidly Changing World
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Bennett, R.E. (2011). "Formative Assessment: A Critical Review".
443:
29:
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Bennett, R.E.; Persky, H.; Weiss, A.R.; Jenkins, F. (2007).
850:"Toward a Theory of Socioculturally Responsive Assessment"
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Assessment in Education: Principles, Policy & Practice
661:. Cambridge, MA: Harvard Education Press. pp. 15–47.
624:"Has the Research on Formative Assessment Been Oversold?"
446:. American Educational Research Association. 8 April 2024
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Distinguished Alumni Award in 2016, Fellow status in the
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Toward a Theory of Socioculturally Responsive Assessment
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813:Bennett, R.E. (2022). "The Good Side of COVID-19".
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640:State of the Field Review: Assessment and Learning
786:. Review of Research in Education, 39: 370–407.
424:. National Academy of Education. 28 January 2022
260:from paper presentation to computer delivery.
756:. Education Leadership, 67(3). pp. 48–53.
377:. National Council on Measurement in Education
144:The Changing Nature of Educational Assessment
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951:Teachers College, Columbia University alumni
815:Educational Measurement: Issues and Practice
739:"Computerized Tests Measure Problem-Solving"
400:"E.F. Lindquist Award: 2020 Award Recipient"
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221:National Council on Measurement in Education
212:National Council on Measurement in Education
646:. Norwegian Knowledge Centre for Education.
402:. American Educational Research Association
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355:. American Educational Research Association
258:National Assessment of Educational Progress
499:. Education Week, 30(25). pp. 35, 37.
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132:Formative Assessment: A Critical Review
560:(4). Language Testing, 33(4): 453–472.
330:. Teachers College, Columbia University
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497:"Tailoring Testing with Digital Tools"
204:Teachers College, Columbia University
183:Teachers College, Columbia University
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657:Heritage, M.; Wiley, E.C. (2020).
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480:Rubenstein, G. (March 18, 2008).
754:"The Next Generation of Testing"
737:Cavanagh, S. (August 17, 2007).
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961:Erasmus Hall High School alumni
780:Review of Research in Education
27:American educational researcher
626:. Education Week Teacher Beat.
469:. Educational Testing Service.
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956:Stony Brook University alumni
895:10.1080/10627197.2023.2215978
867:10.1080/10627197.2023.2202312
216:National Academy of Education
158:National Academy of Education
752:Tucker, B. (November 2009).
622:Sawchuk, S. (May 21, 2009).
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196:Educational Testing Service
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185:Distinguished Alumni Award
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792:10.3102/0091732X14554179
566:10.1177/0265532215593312
966:Educators from Brooklyn
269:automated essay scoring
265:artificial intelligence
883:Educational Assessment
854:Educational Assessment
848:Bennett, R.E. (2023).
718:. Washington, D.C. IES
693:. Washington, D.C. IES
672:Nishizuka, K. (2020).
534:NCME (July 26, 2018).
115:Educational Researcher
238:Norman O. Frederiksen
175:Bradley Hanson Award
165:E.F. Lindquist Award
244:, James Pellegrino,
210:(AERA) in 2017, the
192:Randy Elliot Bennett
92:Randy Elliot Bennett
65:improve this article
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