The Next Generation Science Assessment project is a collaborative effort between SRI International, Michigan State University, the University of Illinois at Chicago, and The Concord Consortium. Read more about our projects or contact us for more information.

Principal Investigators and Institution Leads

Christopher Harris
Christopher Harris
Principal Investigator
SRI Education

Joseph Krajcik
Principal Investigator
Michigan State University
Jim_Pellegrino_2013
Jim Pellegrino
Principal Investigator
University of Illinois at Chicago
Christopher is a Senior Research Associate in the Science, Technology, Engineering, and Mathematics program at WestEd. His research focuses on designing and studying instructional innovations that support science teaching and learning in PK-12 classrooms and informal settings. He leads large-scale multiyear, multi-institutional research, development, and evaluation projects and has been involved in developing scalable approaches to address the Next Generation Science Standards through curricula and assessments that help teachers make learning engaging, interactive, and accessible for students of diverse backgrounds and abilities. Christopher serves as SRI’s lead for the NGSA project. Joe is the Lappan-Phillips Professor of Science Education and Director of the CREATE for STEM Institute at Michigan State University. During his career, Joe has focused on working with science teachers to reform science teaching practices to promote students’ engagement in and learning of science. He focuses on developing and studying the outcomes of project based learning environments that will engage students in making sense of phenomena or finding solutions to problems that learners find important. His hope is that such environments will provide optimal learning situations for diverse learners that will help them develop the capabilities to live fruitful lives. Jim is Liberal Arts and Sciences Distinguished Professor at the University of Illinois at Chicago and Co-director of UIC’s interdisciplinary Learning Sciences Research Institute. His research and development interests focus on children’s and adult’s thinking and learning and the implications of cognitive research and theory for assessment and instructional practice. He has published over 300 books, chapters and articles in the areas of cognition, instruction and assessment and served as head of several National Academy of Sciences committees including the Committee on Developing Assessments of Science Proficiency in K-12. He is a lifetime member of the National Academy of Education.
Daniel Damelin
Daniel Damelin
Institution Lead
Concord Consortium
Dan has worked in the field of education for 20 years, as a teacher, curriculum and technology developer, professional development leader, and educational researcher. Currently an employee of the non-profit Concord Consortium, he has worked on numerous NSF and foundation funded projects that resulted in open educational resources to support the learning of science through simulation and data visualization, interactive curriculum and pedagogy, and formative assessment. Dan serves as Concord Consortium’s lead for the NGSA project.

NGSA Team

Mon-Lin Monica Ko

Nonye Alozie
Nonye Alozie
Chanyah Dahsah
Chanyah Dahsah
gane_brian
Brian Gane
Nonye M. Alozie, Ph.D., is a science education researcher at SRI Education. Her work focuses on K-12 science instruction, scientific discourse, and equity in learning through curriculum development, professional development, classroom observations, and qualitative methods. She serves as SRI’s institutional co-lead for NGSA Life Science and is the task lead for the equity and fairness team. Chanyah is an assistant professor in science education at Srinakharinwirot University in Thailand and visiting scholar at CREATE for STEM, Michigan State University since July 2013. Her research focuses on developing instructional and assessment innovation in PK-12 classrooms, and professional development for in-service science teachers. For the NGSA project, she mainly works on developing assessment items. Brian Gane, Ph.D., is a Visiting Research Assistant Professor at the University of Illinois-Chicago. His research focuses on developing and testing learning environments for a variety of STEM domains, especially attending to how students learn and apply their conceptual knowledge. On this project, he is involved with assessment design, assessment validation, and data collection/analysis.
Diksha Gaur
Diksha Gaur
Peng He
Pang He
Peng He
Mon-Lin Monica Ko
Diksha Gau is a 3rd year doctoral student and research assistant at the Learning Sciences Research Institute at the University of Illinois at Chicago. She is interested in understanding the relationship between science learning and students’ social and emotional learning skills. Working on the the Next Generation Science Assessment project has provided her a great opportunity to learn about the different phases and aspects of designing assessment materials and other resources for classroom implementation. Peng He, Ph.D., is a research associate at CREATE for STEM, Michigan State University. His research focuses on crafting science learning environment to engage students in science learning, especially designing, testing, implement curriculum materials, and assessment tasks development and validation using both quantitative and qualitative methods. In the NGSA project, he works on the development and validation of the NGSA tasks and rubrics. Mon-Lin Monica Ko, Ph.D., is a Visiting Research Assistant Professor at LSRI. Her research focuses on designing learning environments that support disciplinary practices such as explanation and argument in secondary science classrooms. She facilitates professional development, creates instructional tools for students and teachers, and then studies the impact of these designs in the classroom. On this project, she will be looking for how and in what ways assessment tasks get taken up in the classroom and how they can be used as opportunities for surfacing and building on what students know.
Jane Lee
Jane Lee
Tingting Li
Tingting Li
Krystal Madden
Krystal Madden
Jane is a research associate working at CREATE for STEM institute, Michigan State University. She is interested in improving environment for K-12 science teaching and learning. In the NGSA project, she works on developing assessment tasks and classroom-based research. Tingting Li is a visiting researcher at CREATE for STEM Institute, Michigan State University and a PhD Candidate of science education in Northeast Normal University in China. Her research focuses on curriculum design, revision, implementation, and assessment of students’ science learning. In the NGSA project, she works on unpacking work and assessment tasks development. Krystal is a doctoral student at the University of Illinois-Chicago’s Learning Sciences Research Institute with a focus in Urban Science Education. Krystal’s research interests include factors that impact successful matriculation of students from underrepresented populations in science disciplines. She is on the NGSA design team.
Kevin McElhaney
Kevin McElhaney
Kiley McElroy-Brown
Kiley McElroy-Brown

Consuelo Morales
Kevin McElhaney, Ph.D., is a senior researcher in science and engineering education at SRI Education. He studies curriculum design, curriculum implementation, assessment design, and professional development in the disciplines of science, engineering, and computational thinking. He serves as SRI’s institutional co-lead for NGSA Physical Science and has been involved with task and rubric design, as well as refining and articulating the design process. Kiley McElroy-Brown is a project manager for the Connected Biology, GeniConnect, GeniGUIDE, Interactions, and Next Generation Science Assessment projects. She is responsible for coordinating with teachers implementing our educational innovations and collaborating with project researchers. She holds a B.S. in Biology from Bridgewater State University and an M.S. in Biology from the University of Massachusetts Boston. Before joining the Concord Consortium, Kiley worked as an instructor and teaching technology specialist at the University of Massachusetts Boston, but has also worked in various roles such as, a biotech laboratory technician and a women’s lacrosse coach at the collegiate level. Consuelo Morales is a Research Associate with the CREATE for STEM Institute. With a background in biological sciences. She has 9+ years’ experience working in secondary science education at the middle school, high school, and university level. Consuelo completed a master’s degree in public health (‘09) along with a PhD (‘16) in secondary science education at the University of Michigan. Consuelo is very interested in further investigating how teachers and students are utilizing three-dimensional learning as supported by the NGSS. At the CREATE for STEM Institute, Consuelo is working on the Next Generation Science Assessment (NGSA) project where she is currently working to create and test teacher resources such as scaffolds and classroom strategies to support teachers to use the assessment tasks and rubrics more effectively in their classrooms.
Phyllis Pennock
Phyllis Pennock
 
Sam Severance

Namsoo Shin
Phyllis Pennock, Ph.D., is a research associate at CREATE for STEM, Michigan State University. She designs biology curriculum and chemistry assessment items for K-8 students that are aligned with NGSS. Her research interests include issues relevant to equity and social justice in science education. She develops assessment items for the NGSA Project.   Sam Severance earned his PhD in Learning Sciences & Human Development combined with Cognitive Science from the University of Colorado Boulder. Drawing on sociocultural perspectives and methodologies from design-based research, he explores how to improve the design and implementation of innovations–notably curricular materials and learning technologies–that can support all K-12 students and teachers in having meaningful and empowering STEM learning experiences. Specifically, his research examines how the development and use of novel design practices and digital  tools may serve to productively organize the diverse forms of expertise found within research-practice partnerships and lead to more inclusive and agile collaborative design spaces. Prior to engaging in education research, Sam taught science at the secondary school level for six years Namsoo Shin is an associate professor-fixed term in the Counseling, Educational Psychology & Special education at Michigan State University. Before joining MSU, she was a research faculty at the University of Michigan, an invited professor and research professor at Seoul National University and Ewha Womans University, Korea, and an educational researcher at Center for Educational Technology, NASA Classroom of the Future. Shin is interested in the research and development of individualized, customized learning environments to support the learning of all students. Her research focuses on the design and study of learning environments to promote students’ conceptual understanding and complex thinking skills for investigating and resolving issues and problems in real life. She is engaged in complex research and evaluation of various projects and in designing classroom activities, learning technology tools and assessment. Recently, her work focuses on evidence-based learning progressions to inform curriculum, instruction and assessment design and supporting learners in developing everyday problem-solving skills. She was a principle investigator of the NSF project (2008-2015, Grant number 0822038), “Developing an Empirically tested Learning Progression for the Transformation of Matter to Inform Curriculum, Instruction and Assessment Design”.
Jessica Triant
Jessica Triant
Gary Weiser
Gary Weiser
Sania Zaidi
Sania Zaidi 
Jessica Triant is a Research Assistant II at the Science, Technology, Engineering, and Mathematics (STEM) program at WestEd. She works on a number of different projects ranging from formative evaluation studies to larger efficacy studies. Prior to WestEd, she received her M.Ed. in Educational Research, Measurement, and Evaluation from Boston College. Her primary research interests are around teacher data literacy, assessment, and curriculum. Gary Weiser is a research associate for the STEM program at WestEd and a PhD Candidate at Columbia University’s Teachers College. Gary graduated with a B.S. in Physics from the University of Maryland. While there, he served as technical developer for the Physics Demonstration Facility and their long-standing Physics is Phun outreach program. He is currently finishing his PhD in Science Education at Teachers College, Columbia University with a focus on developing assessments considerate of crosscutting concepts as part of a joint effort with Indiana University and the Educational Testing Service. Recently, Gary led an interdisciplinary conference on education and the environment and he continues to study ways to integrate science and sustainability learning. Sania Zaidi is a Visiting Research Scientist at the University of Illinois, Chicago. Sania’sresearch interests are in the design and evaluation of assessment interventions in K-12 science. Her research focuses particularly on technology based formative assessments in science.She has worked on designing NGSS-aligned formative assessments for K-12 students. Sania has also worked with College Board in the re-design of the Advanced Placement Biology assessments for high school students. Sania holds a PhD inScience Educationfrom the University of Michiganand has a MS in Computational Natural Sciences.