Prof. Ronald Carriveau
Educational Consultant
USA
Dr. Carriveau earned a Ph.D. in Educational Psychology from the University of Arizona. He is an educational consultant. Throughout his career he has been a practitioner and advocate for outcome based education and has extensive experience with outcome development, test and survey development, assessment, measurement, and the science of learning. His last positions were outcomes and assessment specialist for the University of North Texas center for learning experimentation, application and research, and assistant director for the University’s Quality Enhancement Plan for accreditation.
Dr. Carriveau previously taught in the public-school system, was the director of assessment and evaluation for a large Arizona school district, an associate professor at Northern Arizona University, deputy associate superintendent and state test director at the Arizona state department of education, and test development manager for Harcourt Assessment. He has consulted nationally and internationally, presented at national and international conferences, and given keynote talks. He is a co-author, author, and chapter contributor. The second edition of his book, Connecting The Dots: Developing Student Learning Outcomes and Outcomes-Based Assessments was released in October 2016 by Stylus Publications.
UNIVERSITY TEACHING EXPERIENCE
TAUGHT MORE THAN 60 GRADUATE CLASSES
Educational psychology courses taught
• Introduction to Research
• Introduction to Statistics
• Intermediate Statistics
• Tests and Measurement
• Measurement in Education
• Research and Evaluation Methods
• Assessment and Evaluation in Education
• Research Design and Analysis
Reading courses taught
• Corrective and Remedial Reading
• Directed Experiences in Reading – Practicum/Clinic
• Reading Decoding
• Teaching Reading Skills in the Secondary School
• Reading Methods for the Elementary Teacher
• Teaching Reading in the Elementary School
• Remediating Reading and Learning Disabilities
• Reading Decoding and Practicum
• Teaching Reading in the Secondary School and Community College
• Reading in the Content Areas
PROFESSIONAL HIGHLIGHTS
• Taught public school grades 3-8 for fourteen years, including special education and special reading. Developed two reading tests and a computerized vocabulary test for Cartwright School District, Phoenix, Arizona.
• Worked for five years as the Director of Assessment and Evaluation for Washington School District, a large metropolitan district in Phoenix, Arizona. Developed curricula and a multi-level mathematics assessment to match the Arizona State mathematics standards.
• Owned a small testing company and worked with several districts in Arizona to develop and administer district tests.
• Consulted for the Hopi and Navajo Indian reservations in Arizona on their outcomes assessment program.
• Worked on the Ohio State Academic Standards as a measurement consultant.
• Worked on the Texas State Test for public schools as a measurement consultant.
• One year assessment consulting work for the Behavioral Research group at the University of Oregon. Developed over 2000 test items.
• A member for five years of the Arizona Technical Advisory Committee for the development of the Arizona Instrument to Measure Standards (AIMS).
• Consulted on a regular basis for the Arizona Department of Adult Education and the Early Childhood Literacy Division in the area of outcomes, assessment, and measurement.
• As a program specialist at the Arizona Department of Education Division of Standards and Accountability, trained teachers and administrators across the state in the implementation of the Arizona academic standards. Conducted workshops on grading and reporting in a standards-based system, data driven decision-making, and Arizona’s writing rubric.
• As the Arizona state test director, implemented a program in which Arizona teachers helped develop all of the items for the state’s standards-based assessments, made final content and bias review decisions, conducted the final review of new items and field test items, and served on various special committees such as alignment of test forms to standards.
• As the Deputy Associate Superintendent for Standards and Assessment and State Test Director at the Arizona Department of Education, had the responsibility to develop, review, and update the state’s academic standards, develop the state’s standards-based achievement test (AIMS), and administer the state’s testing programs.
• Chaired Arizona’s National Assessment and Accountability Advisory Committee (NAAAC) and the State Assessment and Accountability Advisory Committee (SAAAC). Responsibilities included working on the state’s NCLB Work Plan.
• Consultant for test item development for the national medical board exam of Denmark. Hired to train faculty of medical school on writing selected response items and conversion of their written response items to selected response item sets to meet new government requirements. Demark had never previously used selected response items for the national boards.
• Selected as a finalist to serve on the National Assessment Governing Board (NAGB), which sets policy for the NAEP, but had to withdraw when accepted a position at Harcourt Assessment.
• As a test development manager at Harcourt, Inc. worked with states with contracts of thirty million dollars and more. Managed schedules for twenty professional workers in several different departments.
PUBLICATIONS AND PRODUCTS
• Carriveau, R.S. (2016). Connecting the dots: Developing student learning outcomes and outcome-based assessments. Sterling, VA: Stylus Publications. [Chapters include creating measurable outcomes, making assessment plans, linking outcomes to assessments, developing high-quality rubrics, measuring critical thinking, calculating outcome attainment, reporting outcome attainment, and making instructional decisions].
• Carriveau, R.S. www.outcomesassessment.tools web site. Online outcome and assessment development tools to accompany Connecting the Dots. Users can develop outcome statements that are automatically coded to a three level outcomes model, use a pre coded work sheet for test item planning, develop an item bank and quizzes in which the item codes are automatically associate with the outcome statement codes, and create and administration a quiz with outcome statement codes in the results. The quiz administration tool is currently in the field testing stage of development.
• Turner, P.M. & Carriveau, R.S. (2010). Next generation course design. New York, NY: Peter Lang Publishing, Inc. [Chapters include elements of course design, how students learn, outcome based assessment and course design, and enabling course redesign].
• Alonzo, A., Basaraba, D., Tindal, G., Carriveau, R.S. (2009). They read, but how well do they understand? An empirical look at the nuances of measuring reading comprehension. Assessment for Effective Intervention, 35(1), 34-44. Hammill Institute on Disabilities. Hosted at http://online.sagepub.com.
• Carriveau, R.S. & Blake, A. (2016). Outcome attainment measures versus grades: A validity issue. Presented at SoTL conference, University of Southern Georgia, Savannah GA 2016. Published in conference proceedings. • Carriveau, R.S, www.QuickScore.org. Originally published as the Carriveau Individual Profile Reading Assessment (CIPRA) for grades 1-8 (English and Spanish). Over 200,000 students tested. The CIPRA is now all on-line and is called the Quick Score Reading Assessment Program. The assessment is an outcomes based multi-levels program that assesses student competency on eight specific learning outcomes, including higher order thinking, that are consistent across all eight test levels.
• Carriveau, R.S. (2018) Articles written for the University of North Texas Teaching Commons web site that include: Assessment as a teaching tool; Assessment as a learning tool; Best study strategies for students; Assessment to evaluate student learning; When grading, validity matters; The power of formative assessment and feedback; Why test score reliability and validity are important; Using taxonomies to create outcomes and assessments; Why testing knowledge is not just regurgitation; Selected response exams best practices; Cognitive load and test anxiety.
CONFERENCE WORKSHOPS PRESENTED
PARTIAL LIST FROM OVER 50 FROM 2009-2018
• Anatomy of Course Redesign
• Course Redesign Challenges
• Course Redesign Effect on Student Learning
• Critical Thinking and Item Validation
• Evaluation Strategies for Department Chairs
• Goal Attainment, A Group Level Model
• Measuring Critical Thinking with MC Items
• Multidimensional Approach to Quality Assurance
• Outcome Based Assessment & Evaluation, An Overview
• Outcome Attainment vs Grades
• Program Evaluation Strategies
• The Accreditation Connection
• Using Assessment Results to Design Blended Courses
• Using Outcome Attainment Values for Knowledge Management
• Challenging the Coin of the Realm; Outcome Attainment versus Grades
• Writing and Aligning MC test items with SLOs
• You Need a Valid Measure of Student Attainment of Learning Outcomes if you Want to Improve It
• Harnessing the Power of Formative Assessment and Feedback for Instruction, Learning, and Motivation.
• The Power of Formative Assessment, Feedback, and The Science of Learning
UNT FACULTY DEVELOPMENT WORKSHOPS PRESENTED
Over 300 outcomes and assessment faculty workshops presented from 2006-2018.
AWARDS AND GRANTS
• 2009: UNT Provosts Annual Award for Exceptional Professional Service for development of the UNT Student Evaluation of Teaching Effectiveness instrument.
• 2004: Arizona Department of Education award for Innovative and Creative Idea of The Year for the development of a dual-purpose assessment plan for the state testing program, saving the state seven million dollars. • 2003: Selected as finalist to serve on the National Assessment Governing Board (NAGB) which sets policy for the NAEP.
• 1992: U.S. Office of Substance Abuse Prevention, program evaluation grant of $308,000 to Chapman University Evaluation Team to evaluate total grant of $3,750,000 awarded to Westside Coalition for Substance Abuse Prevention. • 1990: Nominated for outstanding presentation, Arizona Educational Research Organization
• 1989: Received Outstanding Presentation Award, Arizona Educational Research Organization.
• 1972: State Moot Court winner, University of Arizona Law School.
ADDITIONAL PROFESSIONAL PRESENTATION EXPERIENCE
• Presentations to Arizona State Board of Education
• Meeting with individual State Board members to lobby position.
• Presentations to Arizona State Legislation Education Committee on assessment issues.
• Meetings with individual State legislators.
• Presentations to Arizona Business and Educators Collaborative (ABEC)
• Presentations to executive boards and committees of Arizona educational groups.
OTHER EXPERIENCE
• Small business owner
• CEO for a small corporation
• Awarded three U.S. patents
• Three guitar instruction books published
• Professional guitarist
• Certified PMP (Project Management Professional) International
