Lorena Llosa, Ph.D.
WIDA is pleased to announce that the plenary speaker for MwALT 20 is Lorena Llosa, Ph.D. Her topic will be integrating the assessment of English learners’ content and language proficiency.
Lorena Llosa is an Associate Professor of Education in the Steinhardt School of Culture, Education, and Human Development at New York University. Trained as an applied linguist, she focuses on the teaching, learning, and assessment of English learners’ content and language proficiency. The overarching goal of her research is to enhance the educational opportunities of English learners in K-16 contexts. Her studies have focused on standards-based classroom assessment of language proficiency, assessment of academic writing, placement testing of US-educated language minority students in community colleges, and the integration of language and content in instruction and assessment. She is currently Co-Principal Investigator on two projects funded by the National Science Foundation.
The first project involved collaborative research between New York University and Stanford University to develop instructional materials aligned with the Next Generation Science Standards (NGSS) in order to support English learners' science learning and language development in elementary schools. The second project involves a collaboration with MIT and Vanderbilt University on the integration of computational thinking into NGSS-aligned science instructional materials for English learners.
Megan Montee (Ph.D.) is a Senior Research Associate at the Center for Applied Linguistics in Washington, D.C. She specializes in performance-based language assessment, and her research interests include the assessment of academic spoken and written language and the use of technology to assess oral language proficiency. In addition to test development and assessment research projects, Megan also leads online and face-to-face workshops and courses on language assessment and test design, and has developed curriculum and materials related to language assessment literacy. Her training and professional development work focuses on making sure that language assessments and their results and meaningful to educators and students.
Jing Wei (Ph.D.) is a Senior Research Associate at the Center for Applied Linguistics in Washington, D.C. At CAL, Jing’s work spans both World Languages and Pre-K to 12 ELL assessment. She serves as the Principle Investigator/Director for projects in World Languages and leads initiatives related to the assessment of writing in CAL’s language assessment work, particularly in support of WIDA assessments. Jing’s research has focused on the intersection between language assessment and sociolinguistics, concentrating on the assessment of World Englishes, task-based language teaching and assessment, and language learning strategies. She regularly presents at major conferences in applied linguistics and language testing and has published her work in academic journals.
Heather Elliott is an Assessment Content Specialist at WIDA. She specializes in content for Grades 6-12, with a particular focus on the assessment of reading and writing. Prior to joining WIDA, she worked for three years in content development for high-stakes ESL assessments at The University of Michigan. She has also taught English language learners in a variety of contexts, including in Dalian, China for two years.
Mark Chapman (Ph.D.) is Director of Test Development at WIDA. Mark is responsible for the design and development of WIDA English language proficiency assessments in the K-12 context. He works with The Center for Applied Linguistics (CAL) and K-12 educators in the development of test content in four language domains; listening, reading, speaking, and writing. This content development work focuses on the annual production of ACCESS for ELLs 2.0, a high-stake academic English language proficiency test taken by approximately two million students across 39 states in the US. Mark also collaborates with CAL in the development of rater training materials for ACCESS for ELLs 2.0, where he has gained considerable experience in the evaluation of students’ academic language development in the domains of speaking and writing.