As a Senior Associate at The National Center for the Improvement of Educational Assessment, Dr. Landl provides technical support on issues related to the design, development, implementation and documentation of assessment and accountability systems. Erika chairs, organizes, and participates in multiple state Technical Advisory Committees and serves as co-facilitator of CCSSO’s Balanced Assessment Systems Collaborative.
Since joining the Center in July 2012, Erika has worked with numerous states and districts to articulate coherent, defensible theories of action aligned to state goals and policy initiatives, developed user-friendly resources that support the evaluation and refinement of state and local accountability systems; supported individual states and consortia in drafting detailed Requests for Proposal (RFPs); and developed tools supporting the evaluation of large scale summative assessments against CCSSO’s assessment quality criteria and the selection and use of commercial interim assessments by state and district leaders. In addition, Erika recently co-authored a chapter for the National Academy of Education focused on a state’s role in supporting Balanced Assessment Systems and has been selected to serve on NCME’s Assessment Literacy Task Force.
Prior to joining the Center, Erika was a Senior Research Scientist at Pearson, where she served as the lead measurement specialist for a variety of state and national assessment programs. During her 13 years at Pearson, Erika was responsible for the planning, management, and coordination of the full array of psychometric activities necessary to sustain a large-scale assessment program, including: test design and development, scaling and equating, item and test analysis, parameter estimation, standard setting, the development of reliability and validity research, report design, and the creation of technical documentation.
Erika received a Master’s in Educational Psychology from the University of Iowa in 1998 and completed her Ph.D. in Educational Measurement and Statistics from the University of Iowa in 2007.
Wylie, E. C., & Landl, E. (2024). A common language for discussing the goals, characteristics and components of balanced assessment systems. Council of Chief State School Officers.
Landl, E. & Wylie, E.C., (2024). Understanding Assessment Culture. A tool designed to support local efforts to evaluate the impact of school culture on teaching and learning.
Landl, E., & Lyons, S. (2023). Choosing the Right Tests: The District Assessment Procurement Protocol (DAPP) EdReports.org, Center for Assessment, Lyons Assessment Consulting.
Landl, E., Evans, C., Domaleski, C. (2020). One Size Doesn’t Fit All: Dealing with Exceptionality in State Accountability Systems. A white paper prepared for the Council of Chief State School Officers CCSSO. Accountability Systems and Reporting (ASR) State Collaborative.
Landl, E. (2020) Alignment Challenges within the Context of Federal Peer Review. Educational Measurement Issues and Practices, Vol.39, Issue 2, pp 23-27.
Evans C.M., Landl E., Thompson J. 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. 2020;5:e01228.
Hall, E. (2017) Identifying a School Quality/Student Success Indicator for ESSA: Requirements and Considerations. A white paper developed for the Council of State School Officers. Washington DC: CCSSO. CCSSO SQSS Brief
Hall, E., Domaleski, C., Russell, M., Pinsonneault, L., (2016) A Framework to Support Accountability Evaluation. A Framework to Support Accountability Evaluation
Hall, E. & Lyons, S., (2016). A guide to Evaluating College and Career Ready Assessments – Focus on Test Characteristics. CFA TestCharacMethod Eval Method Final
Since joining the Center in July 2012, Erika has worked with numerous states and districts to articulate coherent, defensible theories of action aligned to state goals and policy initiatives, developed user-friendly resources that support the evaluation and refinement of state and local accountability systems; supported individual states and consortia in drafting detailed Requests for Proposal (RFPs); and developed tools supporting the evaluation of large scale summative assessments against CCSSO’s assessment quality criteria and the selection and use of commercial interim assessments by state and district leaders. In addition, Erika recently co-authored a chapter for the National Academy of Education focused on a state’s role in supporting Balanced Assessment Systems and has been selected to serve on NCME’s Assessment Literacy Task Force.
Prior to joining the Center, Erika was a Senior Research Scientist at Pearson, where she served as the lead measurement specialist for a variety of state and national assessment programs. During her 13 years at Pearson, Erika was responsible for the planning, management, and coordination of the full array of psychometric activities necessary to sustain a large-scale assessment program, including: test design and development, scaling and equating, item and test analysis, parameter estimation, standard setting, the development of reliability and validity research, report design, and the creation of technical documentation.
Erika received a Master’s in Educational Psychology from the University of Iowa in 1998 and completed her Ph.D. in Educational Measurement and Statistics from the University of Iowa in 2007.
Recent and Relevant Publications
Evans, C. M. & Landl, E. (2024). State practices and balanced assessment systems. In S. F. Marion, J. Pellegrino, & A. Berman (Eds.) Reimagining Balanced Assessment Systems. National Academy of Education.Wylie, E. C., & Landl, E. (2024). A common language for discussing the goals, characteristics and components of balanced assessment systems. Council of Chief State School Officers.
Landl, E. & Wylie, E.C., (2024). Understanding Assessment Culture. A tool designed to support local efforts to evaluate the impact of school culture on teaching and learning.
Landl, E., & Lyons, S. (2023). Choosing the Right Tests: The District Assessment Procurement Protocol (DAPP) EdReports.org, Center for Assessment, Lyons Assessment Consulting.
Landl, E., Evans, C., Domaleski, C. (2020). One Size Doesn’t Fit All: Dealing with Exceptionality in State Accountability Systems. A white paper prepared for the Council of Chief State School Officers CCSSO. Accountability Systems and Reporting (ASR) State Collaborative.
Landl, E. (2020) Alignment Challenges within the Context of Federal Peer Review. Educational Measurement Issues and Practices, Vol.39, Issue 2, pp 23-27.
Evans C.M., Landl E., Thompson J. 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. 2020;5:e01228.
Hall, E. (2017) Identifying a School Quality/Student Success Indicator for ESSA: Requirements and Considerations. A white paper developed for the Council of State School Officers. Washington DC: CCSSO. CCSSO SQSS Brief
Hall, E., Domaleski, C., Russell, M., Pinsonneault, L., (2016) A Framework to Support Accountability Evaluation. A Framework to Support Accountability Evaluation
Hall, E. & Lyons, S., (2016). A guide to Evaluating College and Career Ready Assessments – Focus on Test Characteristics. CFA TestCharacMethod Eval Method Final
