Your Assessment Experts

Previously, Dr. Roeber served as an advisor to the WIDA Consortium/WCER, University of Wisconsin, Madison, WI on improving English proficiency assessments, improving the inclusion of English language learners in academic assessment programs, and assuring that ELLs are included in educational reform efforts at the state and national levels.

Before these activities began, Dr. Roeber was an adjunct Professor, Measurement and Quantitative Methods, in the Michigan State University College of Education, East Lansing, MI from 2007 to 2012. In this capacity, he taught courses on educational measurement, worked to improve the assessment skills of prospective and current educators, conducted research on how teachers learn to use formative assessment strategies, and provided additional support for faculty and students on assessment. 

Previously, he was Senior Executive Director, Office of Educational Assessment & Accountability in the Michigan Department of Education from 2003 to 2007. He oversaw the assessments of general education students (in mathematics, science, language arts and social studies), students with disabilities and English language learners, as well as the accreditation and accountability programs.

From 1998 to 2003, he was Vice President, External Relations for Measured Progress, a non-profit educational assessment organization located in Dover, New Hampshire. He worked with state policy leaders and staff of state and local education agencies to help design, develop, and implement quality assessment programs. He directed the company’s efforts to develop alternate assessments for students with significant disabilities for thirteen state clients. He also helped to develop high school fine arts assessments in dance, music, theatre, and visual arts for the state of New York. 

From 1991 to 1998, he was Director, Student Assessment Programs for the Council of Chief State School Officers. He began the State Collaborative on Assessment and Student Standards (SCASS), developing and implementing various collaborative assessment development activities among states. Examples included consortia in assessing special education students, assessment systems for Title I, and arts assessment, as well as full-scale, multi-state collaborative development projects in health education, science education, and social studies. He also directed or co-directed the CCSSO National Conference on Student Assessment from 1992 to 1998, and served on the conference planning committee from 1978 through 2010.

Prior to joining CCSSO in 1991, he was supervisor of the Michigan Educational Assessment Program, Michigan Department of Education, Lansing, Michigan (from 1976 to 1991) and a consultant in the Department from 1972-76. Michigan was the first state to implement criterion-referenced tests.

He began his career as a consultant with the Education Commission of the States, working on the National Assessment of Educational Progress in the areas of mathematics, music, reading, science, visual arts, and writing from 1969 to 1972. 

Edward Roeber received his Ph.D. in measurement and evaluation from The University of Michigan in 1970. He has consulted with a number of states as well as national organizations on the design, development, and implementation of large-scale assessment programs. He has authored numerous articles, reports, and other publications, particularly on the development of innovative assessment programs and the use and reporting of student achievement information. In addition, he has made numerous presentations to various groups around the country.

edward roeber, PhD

Edward Roeber currently serves as a consultant in educational assessment to various organizations for a variety of reasons. These include:

  • Assessment Solutions Group – Provide assessment design, technical and consulting services to state departments of education, assessment consortia and other educational institutions. Work with assessment vendors and others on issues of strategy, process improvement and general industry trends.

  • Michigan Assessment Consortium – Provide direction to the assessment component of the Michigan Arts Education Instruction and Assessment program, as well as directing the MAC’s research program on the implementation of the formative assessment process by Michigan educators. He also directs the MAC committee to define and improve the assessment literacy of student, teachers, administrators, and policymakers.