Scott Marion is a national leader in conceptualizing and designing innovative and balanced assessment systems to support instructional and other critical uses. He is also actively engaged with a broad range of Center clients including chief state school officers, legislators, state and district assessment and accountability leaders, and classroom teachers. Scott’s projects include designing and supporting states in implementing assessment and accountability initiatives, providing technically-defensible policy guidance, and implementing high quality, locally-designed performance-based assessments.
Scott coordinates and/or serves on seven state or district Technical Advisory Committees (TAC) for assessment, accountability and educator evaluation. He has served on multiple National Research Council (NRC) committees including to support designs for next generation science assessments, investigating the issues and challenges associated with incorporating value-added measures in educational accountability systems, and outlining best practices in state assessment systems.
Scott Marion partners with Associate Director Chris Domaleski to manage the operations of the Center and works closely with the Center Board of Directors to establish the long- and short-term strategic direction of the organization.
Scott has published dozens of articles in peer-reviewed journals and edited volumes; he also regularly presents his work at the national conferences of the American Educational Research Association (AERA), National Council on Measurement in Education (NCME) and the Council of Chief State School Officers (CCSSO). In addition, Scott serves his community as a member of the Rye (NH) School Board.
Prior to joining the Center for Assessment in early 2003, Scott was the Director of Assessment and Accountability for the Wyoming Department of Education; he began his career as a field biologist and high school science teacher.
Scott received a Ph.D. from the University of Colorado Boulder with a concentration in Measurement and Evaluation.
Scott Marion is a national leader in designing innovative and comprehensive assessment systems to support instructional and accountability uses and is working to better conceptualize and implement high-quality balanced systems of assessment and accountability.
Recent and Relevant Publications
Marion, S. F., Gonzales, D., Wiener, R., & Peltzman, A. (2020). This is Not a Test, This is an Emergency: Special Considerations for Assessing and Advancing Equity in School-Year 2020-21. Center for Assessment (www.nciea.org) and The Aspen Institute (www.aspeninstitute.org/education)
Marion, S.F., Gong, B., Lorié, W., & Kockler, R. (2020). Restart & Recovery: Assessment Considerations for Fall 2020. Washington, DC: Council of Chief State School Officers.
Keng, L. & Marion, S. F. (2020). Comparability of Aggregated Group Scores on the “Same Test.” In Haertel, Pellegrino, & Berman (eds.). Comparability Issues in Large-Scale Assessment. Washington, DC: National Academy of Education.
Marion, S.F. & Domaleski, C. (2019). An argument in search of evidence: A critique of “A validity argument related to the use of college admissions test scores in federal accountability.” Educational Measurement: Issues and Practice, 38, 4, 27–28.
Marion, S.F. (2018). The opportunities and challenges of a systems approach to assessment. Educational Measurement: Issues and Practice, 37, 1, 45-48.
Rothman, R. & Marion, S.F. (2016). The next generation of state assessment and accountability. Kappan, 97, 8, 34-37.
Marion, S.F. & Buckley, K. (2016). Design and implementation considerations of performance-based and authentic assessments for use in accountability systems. In Braun, H. (ed). Meeting the Challenges to Measurement in an Era of Accountability. New York, NY: Routledge, Taylor & Francis Group.
Chattergoon, R. & Marion, S.F. (2016). Not as easy as it sounds: Designing a balanced assessment system. The State Education Standard, 16, 1, 6-9.