Carla Evans is a Senior Associate at the National Center for the Improvement of Educational Assessment (Center for Assessment). She is actively engaged with projects that attempt to bridge the gap between classroom assessment and large-scale assessment. Carla supports states in designing and implementing innovative assessment and accountability reforms, especially those that rely on performance assessments. She is also working in multiple states to support the design and implementation of balanced assessment systems with a particular focus on scaling and sustaining assessment literacy initiatives with K-12 teachers and school/district leaders.
Carla’s research focuses on the impacts and implementation of assessment and accountability policies on teaching and learning. Carla is interested in policy research related to innovative assessment and accountability systems, competency-based education, performance-based assessments, and assessment literacy. She is also an advisor to CCSSO's student-centered learning collaborative.
Carla has published numerous articles in peer-reviewed journals and regularly presents her research at the American Educational Research Association (AERA), National Council for Measurement in Education (NCME), and the National Conference on Student Assessment (NCSA). Carla is also a frequent blogger on the Center's website (www.nciea.org/blog) and has created a set of open source Classroom Assessment Literacy modules (www.nciea.org/classroom-assessment-learning-modules).
Carla received a Ph.D. from the University of New Hampshire with a concentration in Assessment, Evaluation, and Policy. She was awarded numerous honors, including: AERA Division H’s Outstanding Dissertation Award, UNH Dissertation Year Fellowship, UNH Graduate Research Assistantships, and UNH Education Department Outstanding Graduate Student Paper Award. Carla was recently awarded AERA Classroom Assessment SIGs Emerging Scholar in Classroom Assessment Award. Carla began her career as an elementary classroom teacher for almost a decade.
Recent and Relevant Publications
Evans, C. M., Landl, E., & Thompson, J. (2020). Making sense of K-12 competency-based education: A systematic literature review of implementation and outcomes research from 2000 to 2019. Journal of Competency-Based Education, 5(4).
Evans, C.M.(2019). Effects of New Hampshire’s innovative assessment and accountability system on student achievement outcomes after 3 years. Educational Policy Analysis Archives
Evans, C.M., & Lyons, S. (2017). Comparability in balanced assessment systems for state accountability. Educational Measurement: Issues and Practice. Educational Measurement: Issues and Practice.
Evans, C.M. (2017). The predictive validity and impact of CAEP Standard 3.2: Results from one master’s-level teacher preparation program. Journal of Teacher Education.
Evans, C. M. & Caines, J. (2016). Value-added assessment of U.S. teacher preparation programs: A critical evaluation. Assessment in Education: Principles, Policy, & Practice