Ed.D., University of California, Los Angeles, 1967
Research Interests:
The integration of teaching and measurement, including design of instructional and accountability systems and new technology-based measures of complex human performance.
Recent Publications:
Baker, E. L. (2007). Principles for scaling up: Choosing, measuring effects, and promoting the widespread use of educational innovation. In B. Schneider & S.-K. McDonald (Eds.), Scale-up in education: Ideas in principle (Vol. 1, pp. 37-54). Lanham, MD: Rowman & Littlefield.
Baker, E. L., & Delacruz, G. C. (2007). A framework for the assessment of learning games. In H. F. OĠNeil & R. Perez (Eds.), Computer games and team and individual learning. Oxford, UK: Elsevier.
Baker, E. L. (2005). Aligning curriculum, standards, and assessments: Fulfilling the promise of school reform. In C. A. Dwyer (Ed.), Measurement and research in the accountability era (pp. 315-335). Mahwah, NJ: Erlbaum.
Baker, E. L. (2005). Technology and effective assessment systems. In J. L. Herman & E. H. Haertel (Eds.), Uses and misuses of data for educational accountability and improvement (NSSE Yearbook, Vol. 104, Part 2, pp. 358-378). Chicago: National Society for the Study of Education. Distributed by Blackwell Publishing.
Baker, E. L., & Linn, R. L. (2004). Validity issues for accountability systems. In S. Fuhrman & R. Elmore (Eds.), Redesigning accountability systems for education (pp. 47-72). New York: Teachers College Press.
Baker, E. L. (2003, November). Reflections on technology-enhanced assessment. Assessment in Education, 10(3), 421-424.
Baker, E. L. (2003, Summer). Multiple measures: Toward tiered systems. Educational Measurement: Issues & Practice, 22(2), 13-17.
Recent Course Taught:
ED 255C; Spring 2004; Testing Policy and Prospects and Educational Reform
This course traced the recent history of the reliance on tests as a major element in educational reform. Students became knowledgeable about the contexts, positions, and trade-offs that have led to major policy changes (e.g., No Child Left Behind, and California’s system). Students were expected to understand the role of test standards in the protection of individuals. There were opportunities to explore the design and validation of new forms of assessments that could be used in the near future to support policy and learning purposes. Each student developed a major paper involving either the analysis of a testing policy or the design of prototype measures that serve educational reform. This was a teleconferencing course taught by Professor Eva Baker from UCLA with students from UCLA, Stanford, and UC Berkeley.
Links
http://www.cresst.org
