Carla Evans is actively engaged with projects that support districts and states in designing and implementing innovative assessment and accountability reforms using performance-based assessment. She has been intricately involved in New Hampshire’s Performance Assessment of Competency Education (PACE) initiative with a focus on the technical quality and evaluation of that pilot program. Carla is also working with states to set performance standards on their ESSA accountability systems and measure 21st century learning skills.
Carla’s research focuses on evaluating 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 teacher/teacher preparation program effectiveness initiatives.
Carla has published numerous articles in peer-reviewed journals and regularly presents her research at the National Council of Measurement in Education (NCME), American Educational Research Association (AERA), Northeastern Educational Research Association (NERA), and New England Educational Research Organization (NEERO).
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 also nominated and selected to participate in the AERA David L. Clark National Graduate Student Research Seminar in Educational Administration and Policy while she was a graduate student. Carla began her career as an elementary classroom teacher for almost a decade.
Recent and Relevant Publications
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