Leslie Keng recently joined the Center as a senior associate. Prior to joining the Center, Leslie was a principal research scientist at Pearson. Over the past decade, he has supported two of the largest testing programs in the United States – in Texas (STAAR EOC) and PARCC as Pearson’s lead psychometrician. He helped launch the next generation assessment systems for both programs by overseeing psychometric tasks and providing technical support during all phases of the testing development process. This included requirements gathering, standard setting, and research studies during each program's inaugural administration. It also included transitioning each program to its annual development activities, including sampling, equating, item analysis, data review, test construction, reporting, and technical documentation. Leslie is also one of the architects of the evidence-based standard setting (EBSS) method, used to set performance standards in a number of assessment programs, including in Texas, New York, and PARCC.
In his current role with the Center, Leslie’s responsibilities include consultation, research, development, dissemination, and support work to meet the Center’s mission to contribute to improved student achievement through enhanced policies and best practices in educational assessment and accountability.
A former high school mathematics teacher and technical trainer, Leslie earned a Bachelor’s degree in computer science from the University of Waterloo and Bachelor of education from Queen’s University in Canada. He also completed a Master’s in Statistics and received his Ph.D. in educational psychology (quantitative methods) from the University of Texas in Austin.
Leslie has served regularly in the measurement community as a peer reviewer, moderator and discussant at national conferences. He has served on a number of committees in AERA and NCME, including as the webmaster and editorial board member for AERA from 2010 to 2012, as NCME training co-chair in 2012-13, and currently as a co-chair of the NCME membership committee.
Leslie Keng is dedicated to helping state and national clients develop high quality and defensible assessment and accountability systems through empirical and evidence based approaches, sound measurement practices, and assessment literacy.
Recent and Relevant Publications
Way, W, D., Davis, L, L., Keng, L., & Strain-Seymour, E. (2016). From standardization to personalization: the comparability of scores based on different testing conditions, mode, and devices. In F. Drasgow (Ed.), Technology and testing: improving educational and psychological measurement. New York: Routledge.
Keng, L., Davis, L. L., McBride, M., & Glaze, R. (2015, June). Study of Device Comparability with the PARCC Field Test. Presentation at the National Conference on Student Assessment, San Diego, CA.
Keng L., Williams, N. J., & Powers, S. J. (2014, April). Lessons Learned: Decision Points for Empirical-Based Standard Setting. Paper presented at the National Council of Measurement in Education, Philadelphia, PA.
O'Malley, K., Keng, L., & Miles, J. (2012). Using validity evidence to set performance standards. In G. J. Cizek (Ed.), Setting performance standards (2nd ed.). New York: Routledge.
Keng L., Murphy, D., & Gaertner, M. (2012, April). Supported by data: A comprehensive approach for building empirical evidence for standard setting.Paper presented at the National Council of Measurement in Education, Vancouver, Canada
Keng, L., Kong, X. J., & Bleil, B. (2011, April). Does size matter? A study on the use of netbooks in K-12 assessment. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, Louisiana
Keng L., McClarty, K. L. & Davis, L. L. (2008). Item-Level Comparative Analysis of Online and Paper Administrations of the Texas Assessment of Knowledge and Skills. Applied Measurement in Education, 21, 207-226.