Under the revised constitution, the Vice President will serve for two years and then become President for the following two years.
The Council as of September 2018 is as follows:
Jannette Elwood is Dean of Graduate Studies at the Faculty of Arts, Humanities and Social Sciences, Queen’s University Belfast, and Academic Director at Queen’s of the ESRC Northern Ireland North East (NINE) Doctoral Training Partnership in Social Sciences.
Her main research interests are in the social constructions and consequences of tests, examinations and assessment practices. She is particularly interested in socio-cultural approaches to understanding the impact of assessment on students’ lives; gender and its interaction with assessment techniques and practices and theoretical and methodological issues in educational assessment research and practice.
She is a founding member of the Association for Educational Assessment-Europe (previous roles include: Vice-Present (2004-6), Executive Council Member (2001-2006) and Chair of the Conference Organising Committee (2011) hosted at Queen’s University Belfast). Current roles with AEA-Europe are: Vice-President (President-elect) (2016-2018) and now President (2018-2020). Between 2009 and 2016 she was an elected Trustee of the AQA Awarding Organisation and Chair of AQA’s Research Committee. She is an executive editor of the journal Assessment in Education: Principles, Policy and Practice (published by Taylor and Francis) and recently an invited member of the International Evaluation Committee for UTDEVAL Review of Educational Research, Norwegian Research Council, Norway.
Christina Wikström is associate professor in Educational measurement at the Department of Applied Educational Science.
“I am interested in many topics relevant for fair and valid assessment, but most of my research is focused on issues related to admission to higher education. I teach courses in assessment at undergraduate and postgraduate level, supervise doctoral students, and am head of the doctoral program in Educational Measurement at Umeå University. I am also one of the coordinators for a national research school in quantitative research methods in education (QRM) that is being launched this year. I also have a number of other responsibilities, such as: chairing the international advisory board for the Swedish Scholastic Assessment Test, the SweSAT; a member of an advisory committee for the Swedish Council for Higher Education; a member of the Editorial Advisory Board for the journal Assessment in Education: principles, policy and practice; and associate editor for the Frontiers’ Journal Assessment, Testing and Applied Measurement.
I have been an active member of AEA-Europe for many years, and take pride in having attended all 18 of the AEA-Europe annual conferences. I became member of the council in 2001, and a few years later the Executive Secretary of the association. I have also been part of the organizational teams of several conferences, and was the main organiser of the annual conference in Stockholm in 2007. Since completing my term of office on the council in 2010, I have remained active through participation in conference organisation activities, and as member of the doctoral forum and committees such as the publication committee, the nomination committee, and most recently, the audit committee.”
Cor Sluijter is director of the department of psychometrics and research of Cito. He has 30 years of experience in developing paper and computer based tests, as well as other assessment instruments for both the private and public sector in the Netherlands. Cor supervised the transition of Cito’s Student Monitoring System for primary education from paper based to computer based. He was also responsible for the development of compulsory computerized (adaptive) entrance tests for the Teacher Colleges for Primary Education in the Netherlands, and for the introduction of computerized exams for Dutch and arithmetic in Middle Vocational Education.
Cor is a former Chair and vice-Chair of the European division of the Association of Test Publishers (ATP) and also served from 2008-2014 as Chair of the Dutch Exams Association (NVE). He has several additional functions; amongst others, he is a member of the Advisory Board on Competencies in Financial Services and the Board of Experts of Excenter, and of the Association for Examining Bodies in Middle Vocational Education in the Netherlands. He is also co-editor of the Journal of Applied Testing Technology of ATP. Since 2014 Cor is a Fellow of the Association for Educational Assessment Europe. He holds a PhD in Social and Behavioural Sciences from the University of Amsterdam. His thesis was on the development of a test battery for streaming in the second part of Higher General Education and Pre University Education. Cor holds a master’s degree (cum laude) in Psychology and majored in research methodology.
Alex Scharaschkin is the Director of AQA’s Centre for Education Research and Practice (CERP). He is responsible for setting and delivering AQA’s research strategy, and oversees a research centre of around 60 staff.
He has previously been a Director at the UK National Audit Office, leading teams delivering evidence-based reports for Parliament on the cost-effectiveness of government programmes in health and social care, and examining the use and regulation of market mechanisms in public services. He earlier headed the NAO’s methodology and statistics team, and has published research on the nature of assessment of government performance. He has also worked at the Qualifications and Curriculum Authority and at the Associated Examining Board, where he specialised in applying quantitative methods to the examination of issues in standard setting and maintenance, and the design and awarding of national curriculum tests.
His research interests include the philosophy of measurement in education and the social sciences, the nature of validity arguments, and the application of quantitative and interdisciplinary approaches in assessment.
She has twenty five years’ experience of developing and implementing qualifications and assessment across the school, college and employer sectors, within Scotland and other countries. Her career started in the vocational world and she then moved into working with school qualifications as well. She has an excellent track record of leading successful, large scale reforms in education and training, seeing these through implementation. This has included the development of the development of Scottish school based qualifications, as part of Curriculum for Excellence and other vocational reform developments. She has a good knowledge of Scottish, UK and other qualification and assessment systems.
Rolf V. Olsen is professor at and co-director of Centre for Educational Measurement (CEMO) at the University of Oslo (UiO). This is a very international research environment and Olsen’s main scientific task over the next years is to build up a portfolio of research activities relating to the national assessments and exams. He also publishes secondary analyses of data from international large-scale assessments. Olsen is also involved with teaching about assessment in the teaching education and school leadership programs at UiO, and he is engaged with professional development activities for test developers in Norway.
Previous to his current position Olsen was for many years the head of another unit at UiO, Unit for Quantitative Analysis in Education (EKVA). This unit is responsible for the national project management of most international large-scale studies in Norway. Of the many activities and duties in this position it can be mentioned that he had a major involvement in the national PISA team for more than 15 years. He also was the external quality insurer of all national assessments for many years. In addition Olsen is a member of several boards, committees and reference groups, among them he is a member of the Committee for Educational Sciences at the Swedish Research Council.
“I was born in 1975 in Prague and graduated from the Charles University in Prague. During my studies I had opportunities to study in Germany, Croatia and Bulgaria too.
After graduation in 2000 I continued to work at the Faculty of Philosophy as a PhD. student and lecturer. In my work I focused mainly on dialectology and linguistics in the Central European area. Working with students, as well as the societal changes that took place at the time, made me more concerned with education. That is why I joined SCIO in 2007, which is involved in reshaping education policy, educational measurement and the search for modern forms of education both in and out of school.
This year it’s been 11 years since I began to work in education and educational measurement. During my career, I have been involved in numerous projects: from developing test items through finding innovative tools in the areas of learning and assessment to designing complete programmes.
I am proud to have been involved in the first mass introduction of IRT, computer based assessment, or CAT in Czech schools. I am happy that our MUPINKA computer-based formative assessment programme, which introduced the concept of the developmental continua in the Czech Republic, was awarded the Best Czech achievement in the field of education in 2015.
In addition to working in Scio, I also work externally and internally with several local non-profit organizations involved in education both in the Czech Republic and abroad.
I am married; I have two children and a cat.
I can speak Czech, English, German, Russian, Croatian/Serbian and Bulgarian.”