Leslie Keng joined the Center as a senior associate in January 2017. He is dedicated to meeting the Center’s mission to contribute to improved student achievement through enhanced policies and best practices in educational assessment and accountability. Leslie has over a decade of experience supporting states in the development, implementation, and evaluation of assessment and accountability systems. In his role at the Center, Leslie has directly supported Alabama, Indiana, Maine, Rhode Island, Tennessee, Utah, Vermont, as well as states in the PARCC consortium. He has also helped states with his involvement in initiatives and meetings offered by the CCSSO. In his work, Leslie places specific emphasis on quality – in the design, implementation, and communication of assessment and accountability systems – through empirical and evidence-based approaches to support the validity and defensibility of system outcomes. More recently, Leslie has helped several states with their transitions in their assessment and accountability systems by offering guidance and technical consultation through significant changes, such as moving from a consortium-based assessment to a custom state-developed solution, transitioning to new assessment vendors, and implementing new school accountability models based on requirements in ESSA.
Prior to joining the Center, Leslie was a principal research scientist at Pearson. During his 12 years at Pearson, he has supported two of the largest testing programs in the United States – in Texas (STAAR EOC) and PARCC as 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. 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.
A former high school mathematics teacher, 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 serves regularly in the measurement community as a peer reviewer, moderator and discussant at national conferences. He is currently 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
Keng, L. (2018). Assessment Validation in the Midst of Change. Paper presented at the Center’s Reidy Interactive Lecture Series (RILS) in September 2018, Portsmouth, NH.
Keng, L., & D’Brot, J. (2018). Where the Rubber Meets the Road: Operations and Quality Control in School Accountability Systems. Paper presented at the Council of Chief School Officers (CCSSO) State Plan Implementation Meeting in April 2018, Chicago, IL.
Domaleski, C., Keng, L., D’Brot, J., Keglovits, R., & Neal, A. (2018). Establishing Performance Standards for School Accountability Systems. Paper presented at the Council of Chief School Officers (CCSSO) State Plan Implementation Meeting in April 2018, Chicago, IL.
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.
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.