The GATEWAY board is comprised of world-renowned experts in language testing and psychometrics who are committed to advancing the field of high-stakes testing. Members provide ongoing feedback, advice, and critical assessment throughout the development of GATEWAY.
Micheline Chalhoub-Deville is Professor of Educational Research Methodology at the University of North Carolina at Greensboro (UNCG) (http://erm.uncg.edu/). Prior to UNCG, she worked at the University of Minnesota and the University of Iowa. Her professional activities include serving as UNCG Interim Associate Provost for Undergraduate Education and Culture, Past President of the International Language Testing Association (http://www.iltaonline.com/), as well as Founder and first President of the Mid-West Association of Language Testers. She has published, presented, and consulted on topics such as the design and development of language proficiency tests, computer adaptive tests, K-12 academic English language assessment, admissions language exams, and validation. A co-authored book, Validity: Theoretical Development and Integrated Arguments, is one of her recent publications. Her scholarship has been recognized through awards such as the ILTA Best Article Award, the ETS—TOEFL Program Outstanding Young Scholar Award, the UNCG School of Education Outstanding Senior Scholar Award, and the CAL Charles A. Ferguson Award for Outstanding Scholarship.
Associate Professor Ute Knoch is the Director of the Language Testing Research Centre at the University of Melbourne. Her research interests are in the areas of writing assessment, rating processes, assessing languages for academic and professional purposes, test validation and placement testing. She is the author or co-author of ‘Fairness, Justice and Language Assessment’ (2019, OUP, with Tim McNamara and Jason Fan), ‘Assessing English for Professional Purposes’ (2020, with Susy Macqueen) and ‘Scoring Second Language Spoken and Written Performance’ (2021, with Judith Fairbairn and Jin Yan).
She was the Co-president of the Association for Language Testing and Assessment of Australian and New Zealand (ALTAANZ) from 2015-2016 and currently serves as the Vice-President and has served on the Executive Board of the International Language Testing Association (ILTA) from 2011 to 2014 and from 2017 to 2019.
John De Jong
John H.A.L. de Jong is Professor Emeritus of Language Testing at VU University Amsterdam and runs a consultancy business ‘Language Testing Services’ to provide consultancy on language testing and educational measurement. Among his clients: language testing companies, national ministries of education, the World Bank, the OECD and the European Union. At Pearson (2006 – 2016) he developed Pearson Test of English Academic and the Global Scale of English and acted as Programme Director for developing the Frameworks for PISA 2015, 2018 and PISA for Development.
John has 45 years’ experience in language testing. He graduated in General Linguistics, French and English languages from Leiden University and obtained a Ph.D. in Educational Measurement from Twente University. He has published widely on language assessment and educational measurement. He has specialised in empirical scaling and the development of internationally standardised reporting scales of language proficiency. He was involved in developing the Common European Framework for Languages.
For more details, visit John’s Orchid profile.
Mark D. Reckase is a University Distinguished Professor Emeritus at Michigan State University where he was in the Measurement and Quantitative Methods Program in the College of Education. He has taught courses in item response theory, large scale assessment, and advanced psychometric methods. Professor Reckase has published widely in the areas of item response theory, computerized adaptive testing, value-added modeling, and setting standards on educational tests. He is currently writing a book on the theory of standard setting.
Professor Reckase has been the president of the National Council on Measurement in Education (NCME) and the International Association for Computerized Adaptive Testing (IACAT), the vice president of Division D of the American Educational Research Association (AERA), and the secretary of the Psychometric Society. He has served as the editor of the Journal of Educational Measurement and Applied Psychological Measurement. Prior to coming to Michigan State University, he was the assistant vice-president for Assessment Innovations at ACT, Inc. Earlier, he was on the faculty of the College of Education at the University of Missouri-Columbia.
Michael E. Griffiths has a PhD in Instructional Psychology and Technology from Brigham Young University.
He pioneered the use of asynchronous video in online learning and created the Asynchronous Video Learning Model in addition to publishing several other articles related to the use of asynchronous video in online learning environments.
Dr. Griffiths has consulted with national governments to implement online learning programs in developing areas. He is also a creator of the Timed Review technology used in online language assessments.
Dr. Griffiths was previously the Director of Online Learning at BYU Hawaii and built the program using the Asynchronous Video Learning Model. The program had students from 70 countries.
In addition to his academic experience, Dr. Griffiths had an original career in technology and software consultancy and has also served as Chief Technology Officer for multiple companies.
After receiving his Applied Linguistics doctorate from Macquarie University (Australia), with a focus on classroom assessment, Dr. White has been at the University of Arizona since 2011. This includes being Assessment Coordinator for the Center for English as a Second Language (CESL), as well as an Associate Professor in the Public and Applied Humanities Department. He has been involved in both achievement testing at the classroom level, as well as developing and administering proficiency tests for the university in screening incoming students and visiting scholars.
Dr. White has been a teacher trainer since 2009, which has included publishing, presenting, and teaching courses about assessment, and promoting assessment literacy in the profession. His most recent publications include co-editing the following books: Handbook of Research on Assessment Literacy and Teacher-made Testing in the Language Classroom (2019), and Classroom Assessment: Challenges, Choices and Consequences (2020).