Review of Measuring to Improve: Practical Measurement to Support Continuous Improvement in Education, by P. G. LeMahieu & P. Cobb
DOI:
https://doi.org/10.14507/er.v33.4401Author Biography
Audrey Amrein-Beardsley, Arizona State University
Audrey Amrein-Beardsley is a professor in the Educational Policy and Evaluation Division of the Mary Lou Fulton College for Teaching and Learning Innovation. Her research interests include educational policies, measurement and measurement-based systems, research methods, and educational policies and systems based upon high-stakes tests and value-added models (VAMs). She is author of over 100 peer reviewed and editorially reviewed journal articles and two academic books on these topics. She has been recognized as being one of the “Top Edu-Scholars in the Nation,” honored by Education Week for being a university-based academic contributing to the public discourse and current thought surrounding America’s public schools. Her research has also been highlighted in popular press outlets, including National Public Radio (NPR), The New York Times, USA Today, The Washington Post, Education Week, and HBO’s Last Week Tonight with John Oliver. She has also served as an expert witness on behalf of many educators across states and districts, as per some of the lawsuits about the consequential (mis)uses of test scores.
References
American Educational Research Association (AERA), American Psychological Association (APA), & National Council on Measurement in Education (NCME). (2014). Standards for educational and psychological testing. AERA. https://www.testingstandards.net/open-access-files.html
Amrein-Beardsley, A. (2008). Methodological concerns about the Education Value-Added Assessment System (EVAAS). Educational Researcher, 37(2), 65–75. https://doi.org/10.3102/0013189X0831642
Amrein-Beardsley, A. (2014). Rethinking value-added models in education: Critical perspectives on tests and assessment-based accountability. Routledge.
Amrein, A. L., & Berliner, D. C. (2002). High-stakes testing, uncertainty, and student learning. Education Policy Analysis Archives, 10(18). https://doi.org/10.14507/epaa.v10n18.2002
Amrein-Beardsley, A., & Close, K. (2019). Teacher-level value-added models (VAMs) on trial: Empirical and pragmatic issues of concern across five court cases. Educational Policy. https://doi.org/10.1177/0895904819843593
Amrein-Beardsley, A., & Collins, C. (2012). The SAS Education Value-Added Assessment System (EVAAS): A review of the intended and unintended consequences. Education Policy Analysis Archives, 20(12). https://epaa.asu.edu/index.php/epaa/article/view/1096
Amrein-Beardsley, A., & Geiger, T. (2020). Methodological concerns about the Education Value-Added Assessment System (EVAAS): Validity, reliability, and bias. SAGE Open, 10(2). https://doi.org/10.1177/2158244020922224
Kane, M. T. (2013). Validating the interpretations and uses of test scores. Journal of Educational Measurement, 50(1), 1–73. https://doi.org/10.1111/jedm.12000
Popham, W. J. (2008). Transformative assessment. ASCD.
U.S. Department of Education. (2002). No Child Left Behind Act of 2001 (Pub. L. No. 107–110, 115 Stat. 1425). https://www.govinfo.gov/content/pkg/PLAW-107publ110/pdf/PLAW-107publ110.pdf
[Book Reviewed] LeMahieu, P. G., & Cobb, P. (Eds.) (2025). Measuring to improve: Practical measurement to support continuous improvement in education. Harvard Education Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Audrey Amrein-Beardsley
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright is retained by the first or sole author, who grants right of first publication to the Education Review. Readers are free to copy, display, distribute, and adapt this article, as long as the work is attributed to the author(s) and Education Review, the changes are identified, and the same license applies to the derivative work.
All journal content from 1998-2020 and was published under an earlier Creative Commons license: http://creativecommons.org/licenses/by-nc-sa/3.0
