Brent Duckor, PhD
Associate Professor, Teacher Education
Brent Duckor is an Associate Professor in the Department of Teacher Education. He taught history, economics, and civics in the Senior Institute at Central Park East Secondary School in East Harlem, NYC. He later received his Ph.D. in Quantitative Methods and Evaluation at the University of California, Berkeley. Brent specializes in educational measurement, testing, and assessment. He has served on state and national boards providing educational assessment and measurement expertise to the California Commission on Teacher Credentialing, the California Department of Education, and the College and Career Readiness Evaluation Consortium in Washington, D.C. His most recent scholarship has appeared in the Journal of Educational Measurement, Teachers College Record, Journal of Teacher Education, Educational Leadership, and Phi Delta Kappan. His book, Mastering Formative Assessment Moves: 7 High-Leverage Practices to Advance Student Learning (ASCD, 2017) with Dr. Carrie Holmberg, has been presented to audiences across the U.S. and abroad in China, Hong Kong, Singapore and Indonesia.
- Ph.D., Education, Quantitative Methods and Evaluation, U.C. Berkeley
- M.A., Education, Quantitative Methods and Evaluation, U.C. Berkeley
- M.A., International Affairs, Columbia University
- B.A., Politics, U.C. Santa Cruz
- Duckor, B. & Holmberg, C. (2019/2020). 7 High-leverage formative assessment moves
to support ELLs. Educational Leadership, 77(4), 46-52.
- Duckor, B. & Holmberg, C. (2019). Exploring how to model formative assessment trajectories
of posing‐pausing‐probing practices: Toward a teacher learning progressions framework
for the study of novice teachers. Journal of Educational Measurement. Advance online
publication. doi: 10.1111/jedm.12239
- Duckor, B., & Holmberg, C. (June, 2017). Mastering formative assessment moves: 7 high-leverage
practices to advance student learning. Alexandria, VA: ASCD.
- Duckor, B., Draney, K., & Wilson, M. (2017). Assessing assessment literacy: An item
response modeling approach for teacher educators. Pensamiento Educativo: Journal of
Latin American Educational Research, 54(2), 1-25.
- Duckor, B., Holmberg, C., & Rossi-Becker, J. (2017). Making moves: Formative assessment
in mathematics. Mathematics Teaching in the Middle School, 22(6), 334-342.
- Duckor, B. (2017, April). Got grit? Maybe... Phi Delta Kappan, 98(7), 61-66.
- Duckor, B., Holmberg, C., & Wilson, M. (2019, September), On teaching learning progressions:
One framework, two cases, many pathways for research. Poster session presentation
at National Council of Measurement in Education’s 3rd Annual Special Conference on
Classroom Assessment, Boulder, CO.
- Duckor, B., Holmberg, C., Patthoff, A., & Barnes, N. (2019, September). A teacher
learning progressions approach to understanding and improving teachers’ formative
assessment practice. In B. Duckor (Chair), A teacher learning progressions approach
to understanding and improving teachers’ formative feedback with English learners.
Symposium presented at National Council of Measurement in Education’s 3rd Annual Special
Conference on Classroom Assessment, Boulder, CO.
- Duckor, B., Buckner, A., & Zhang, Y. (April, 2019). Understanding California superintendents’
beliefs about school climate data and its uses: A multidimensional modeling approach.
Invited talk at the BEAR Seminar, University of California, Berkeley, California.
- Duckor, B. (December, 2018). Formative assessment as a teaching & learning strategy
to improve outcomes: The role of visible feedback strategies in advancing learning.
Invited talk at Bina Nusantara University, Jakarta, Indonesia.
- Duckor, B., & Wilson, M. R. (November, 2018). On the possibility of modeling teacher learning progressions in classroom-based formative assessment: An evidence-centered design approach. Invited talk at the BEAR Seminar, University of California, Berkeley, California.
Noteworthy Grants and Awards
- 2019-2020 SJSU Central RSCA Award
- Co-Principal Investigator, California Teacher Education Research and Improvement Network (CTERIN). Title of the Project: Understanding preservice teachers’ formative feedback practices in elementary, middle and high school classrooms in high needs contexts: A teacher learning progressions approach to building capacity for ELs in California. Sponsor: University of California.
- Twitter account|@BrentDuckor
- Building Formative Assessment Capacity in Preservice Teachers presentation at Stanford Policy Analysis for California Education conference (YouTube video)
Areas of Research Interest
- Classroom assessment
- Educational measurement
- Formative assessment
- Item response theory
- Rasch models
- Teacher learning progressions
- Validation studies
- Knowing What Students Know: The Science and Design of Educational Assessment by the National Research Council
- Standards for Educational and Psychological Testing by American Psychological Association, National Council on Measurement in Education, Joint Committee on Standards for Educational and Psychological Testing
- The Right to Learn: A Blueprint for Creating Schools That Work by Linda Darling-Hammond