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.