Since 2000, Michelle Boyer has supported countries, states, and local educational authorities in the design and implementation of large-scale assessments. She has supported statewide summative and end-of-course assessment programs with assessment design, implementation, peer-review, research studies, and standard setting in Alabama, Arizona, Florida, Indiana, Kentucky, Missouri, New York, Pennsylvania, West Virginia, Wisconsin, and the Smarter Balanced Assessment Consortium. She has also supported the country of Qatar with the design and development of its large-scale summative testing program, and a pilot of a school level Programme for International Student Assessment (PISA) in the United States, United Kingdom, and Canada. This pilot led to her work on the inaugural implementation of the OECD Test for Schools in the United States.
Michelle also spent many years working with California to design, develop, and implement the California English Language Development Test (CELDT). Her work in California included annual post-test workshops to provide professional development opportunities for educators in assessment literacy throughout the state.
Michelle’s recent work has included operational research related to the comparability of assessment results across variations in test content, administration conditions, and equating procedures, and she regularly presents her research at regional and national educational measurement conferences.
Michelle has been a member of the American Educational Research Association (AERA) and the National Council on Measurement in Education (NCME) since 2008. She is currently chairing the NCME Mission Fund Committee which provides funding for special initiatives that a) respond to public perceptions of measurement and testing, b) increase the pipeline and diversity of measurement professionals, and c) provide support for graduate students and early career practitioners. Michelle is also a member of the Northeastern Educational Research Association (NERA).
Michelle received a Ph.D. from the University of Massachusetts, Amherst in Research, Educational Measurement, and Psychometrics.
Michelle’s recent research focuses on evaluating the quality of automated scoring and on the psychometric impact of growing uses of technology on test score scales. In particular, she has examined the impact of technology enhanced item types on unidimensional score scales, and of rater error on test equating solutions, and is currently examining the nature of fairness in testing and who is responsible.
Recent and Relevant Publications
Schneider, C. & Boyer, M. (2020). Design and Implementation for Automated Scoring Systems. In D. Yan, A. Rupp, & P. Foltz (Eds), Handbook of automated scoring: Theory into practice.
Boyer, M. & Patz, R. J. (2019). Understanding and mitigating rater drift: When does rater drift threaten score comparability? Presented at the Annual Meeting of the National Council on Measurement in Education, Toronto, Ontario.
Patz, R. J., Lottridge, S., and Boyer, M. (2019). Human rating errors and the training of automated raters. Presented at the Annual Meeting of the National Council on Measurement in Education, Toronto, Ontario.
Boyer, M., Keller, L., Patz, R. J. (2018). Examining the effects of automated rater bias and variability on test equating solutions. Presented at the Annual Meeting of the National Council on Measurement in Education, New York, NY.
Boyer, M & Zenisky, A. (2018). Technology-Enhanced Items. In B. Frey (Ed.), The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. Thousand Oaks, CA: SAGE.
Kieftenbeld, V. & Boyer, M. (2017). Statistically Comparing the Performance of Multiple Automated Raters across Multiple Items. Applied Measurement in Education, 30(2) pp. 117-128.
Boyer, M. & Sireci, S. G. (2017). Evaluating the Dimensionality of Tests Comprising Traditional and Technology Enhanced Items. Paper presented at the Annual Meeting of the American Educational Research Association, San Antonio, TX.