Brooke Nash
- Associate Director of Psychometrics
Contact Info
Biography —
Brooke Nash, PhD, has worked in the assessment field since 2012, blending operational assessment work with research to develop and inform assessment programs and projects. Her research focuses on innovative assessment designs and methods, including learning maps-based diagnostic assessments, instructionally embedded assessment, and approaches for improving the utility of assessment results for intended users.
Nash is the Associate Director of Research and Psychometrics at Accessible Teaching, Learning, and Assessment Systems (ATLAS) at the University of Kansas. She oversees the operational research and psychometric work for the Dynamic Learning Maps® (DLM®) assessments in English language arts, mathematics, and science. She also serves as Principal Investigator of the Pathways for Instructionally Embedded Assessment (PIE) project, a U.S. Department of Education Competitive Grants for State Assessments project focused on developing an innovative through-year state assessment model.
Nash has contributed to research on formative assessment, diagnostic assessment systems, reliability and validity, cognitive learning models, and alignment. She has co-authored more than 50 articles, book chapters, technical reports, and presentations.
Prior to joining the University of Kansas, Nash worked as a psychometrician and lead psychometrician at Ascend Learning, specializing in assessment development and measurement. She earned her PhD in Research, Evaluation, Measurement and Statistics from the University of Kansas, where she also earned a master's degree in the same field.
Education —
Selected Publications —
Books and Book Chapters
Karvonen, M., Nash, B., Wakeman, S. Y., Ruhter, L., & Clark, A. K. (2024). Assessment to support learning. In K. A. Shogren et al. (Eds.), Handbook of research-based practices for educating students with intellectual disability (2nd ed., pp. 121–139). Routledge.
Publications
Nash, B., Karvonen, M., Flowers, C., Clark, A., Romine, R. S., & Bechard, S. (2026). A Comprehensive Alignment Framework for Building Coherence in an Assessment System. Educational Measurement: Issues and Practice, 45(2), e70027.
Thompson, W. J., Nash, B., Clark, A. K., & Hoover, J. C. (2023). Using simulated retests to estimate the reliability of diagnostic assessment systems. Journal of Educational Measurement.
Thompson, W.J., & Nash, B. (2022). A Diagnostic Framework for the Empirical Evaluation of Learning Maps. Frontiers in Education, 6, 714736. doi: 10.3389/feduc.2021.714736.
Clark, A.K., Nash, B., & Karvonen, M. (2022). Teacher assessment literacy: implications for diagnostic assessment systems. Applied Measurement in Education, 1-16.
Thompson, W. J., Clark, A. K., & Nash, B. (2019). Measuring the reliability of diagnostic mastery classifications at multiple levels of reporting. Applied Measurement in Education, 32, 298-309. doi:10.1080/08957347.2019.1660345
Andersen, L., Nash, B. & Bechard, S. (2018). Articulating validity evidence for a science alternate assessment. Journal of Research in Science Teaching, 55(6), 826-848.
Clark, A. K., Nash, B., Karvonen, M., & Kingston, N. K. (2017). Condensed mastery profile method for setting standards for diagnostic assessment systems. Educational Measurement: Issues and Practice, 36(4), 5-15.
Andersen, L. & Nash, B. (2016). Making science accessible to students with significant cognitive disabilities. Journal of Science Education for Students with Disabilities, 19(1), 3.
Thompson, W.J., Nash, B., Clark, A., & Karvonen, M. (2016). Gallery of top submissions for the 2016 cover graphic/data visualization competition: Dynamic assessment routing. Educational Measurement: Issues and Practice, 35(2), 29-35. doi: 10.1111/emip.12114
Kingston, N.M. & Nash, B. (2012). How many formative assessment angels can dance on the head of a meta-analytic pin. Educational Measurement: Issues & Practice, 31(4), pages 18-19.
Kingston, N.M. & Nash, B. (2011). Formative assessment: a meta-analysis and a call for research. Educational Measurement: Issues & Practice, 30(4), 28-37.
Poggio, J. & Nash, B. (2009). Test Development. In B. Kerr (Ed.) Encyclopedia of Giftedness, Creativity, and Talent. Thousand Oaks, CA: Sage Publishing.
Technical Reports
Accessible Teaching, Learning, and Assessment Systems. (2025). PIE as a proof-of-concept for future summative use: Evidence from a pilot study. University of Kansas.
Accessible, Teaching, Learning, and Assessment Systems. (2025). PIE Assessment Design and Development. University of Kansas
Accessible Teaching, Learning, and Assessment Systems. (2025). PIE pilot study: Design and administration evidence. University of Kansas
Accessible Teaching, Learning, and Assessment Systems. (2025). Educator perspectives on the PIE assessment system: Evidence from a pilot study. University of Kansas
Accessible Teaching, Learning, and Assessment Systems (ATLAS). (2025). Evaluating pathways for instructionally embedded assessment (PIE) assessments: Evidence from cognitive labs. University of Kansas
Nash, B., Chen, J., Wang, J., & Wang, W. (2021). 2020 KELPA Standard Setting Technical Report. University of Kansas, Center for Accessible Teaching, Learning and Assessment Systems (ATLAS).
Nash, B., Clark, A., Karvonen, M., & Brussow, J. (2016). 2016 Standard setting: Science. Technical Report for Dynamic Learning Maps, Lawrence, KS: University of Kansas, Center for Educational Testing and Evaluation.
Nash, B. & Bechard, S. (2016). Summary of the science Dynamic Learning Maps™ Alternate Assessment development process (Technical Report No. 16-02). Lawrence, KS: University of Kansas, Center for Educational Testing and Evaluation.
Karvonen, M., Clark, A. K., & Nash, B. (2015). 2015Year-end model standard setting: English language arts and mathematics. Technical Report for Dynamic Learning Maps, Lawrence, KS: University of Kansas, Center for Educational Testing and Evaluation.
Karvonen, M., Clark, A. K., & Nash, B. (2015). 2015 Integrated model standard setting: English language arts and mathematics. Technical Report for Dynamic Learning Maps, Lawrence, KS.
Nash, B., Clark, A. K., & Karvonen, M. (2015). First contact: A census report on the characteristics of students eligible to take alternate assessments. Technical Report for Dynamic Learning Maps, Lawrence, KS.
Nash, B (2012). Technical Manual for the RN Comprehensive Predictor 2010 Forms A and B. Assessment Technologies Institute, LLC: Leawood, KS.
Shaftel, J., & Nash, B. (2010). Kansas Alternate Assessment Alignment Study: Links for Academic Learning. Technical Report to Kansas State Department of Education: Topeka, KS.
Selected Presentations —
Nash, B., Karvonen, M., Romine, R. S. (2026, April 8–11). Supporting assessment system coherence through formative alignment evaluation. National Council on Measurement in Education Annual Meeting. Los Angeles, CA.
Jimenez, A., Thompson, W. J., Nash, B. (2026, April 8–11). Aggregating instructionally embedded assessment data using Beta IRT Models. National Council on Measurement in Education Annual Meeting. Los Angeles, CA.
Thompson, W. J., Nash, B. (2026, April 8–11). Creating summative scores from instructionally embedded results. National Council on Measurement in Education Annual Meeting. Los Angeles, CA.
Thompson, W. J., Nash, B., Majerus, M. (2026, April 8–11). Instructionally embedded assessments to meet instructional and summative uses: Evidence from a pilot study. National Council on Measurement in Education Annual Meeting. Los Angeles, CA.
Tegart, T., Nash, B., Majerus, M. (2025, June 23-27). Designing professional learning to support teachers’ use of an innovative assessment system intended to inform classroom instruction. National Conference on Student Assessment. Denver, CO, United States.
Thompson, J., Nash, B., Bates, S. (2025, June 23-25). Pathways for instructionally embedded assessment (PIE) proof of concept: Potential future summative uses of an instructionally embedded assessment model. National Conference on Student Assessment. Denver, CO, United States.
Nash, B., Thompson, J., Jimenez, A., Majerus, M., Bates, S. (2025, April 23-26). Patterns of use from an instructionally embedded assessment pilot study. National Council on Measurement in Education Annual Meeting. Denver, CO, United States.
Jimenez, A., Thompson, J., Nash, B. (2025, April 23-26). Evaluating learning progression hierarchies with diagnostic models. National Council on Measurement in Education Annual Meeting. Denver, CO, United States.
Nash, B., Majerus, M., Bates, S., Kavitsky, L., Henry, J., & Hirt, A. (2024, April 13). Designing assessments to support instruction [Paper presentation]. National Council on Measurement in Education Annual Meeting, Philadelphia, PA, United States.
Thompson, J., Nash, B., & Hoover, J. (2023, September 7). Using Diagnostic Models to Evaluate Student Learning Hierarchies in a Large-Scale Assessment. Frontier Research in Educational Measurement, Oslo, Norway.
Hoover, J., Thompson, J., Nash, B., & Kobrin, J. (2021). The I-SMART Project: Empirical Map Validation. Presented at the National Conference on Student Assessment, Virtual Conference.
Nash, B, Tiemann, G., Fultz, B., & Thacker, A. (2021). Promising Approaches to Virtual Standard Setting. Presented at the National Conference on Student Assessment, Virtual Conference.
Thacker A., Nash, B., Word, A., Sinclair, A., & Chen, J., (2021). Moving Bookmark Standards Setting from In-Person to Virtual: Best Practices/Lessons Learned. Presented at the National Council on Measurement in Education, Virtual Conference.
Thompson, J., Clark, A.K., & Nash, B. (2021). Technical Evidence for Diagnostic Assessments. Presented at the National Council on Measurement in Education, Virtual Conference.
Hoover, J., Thompson, W.J., Clark, A.K., & Nash, B. (2020). Diagnostic Assessment: DIF Detection from Binary and Aggregate Mastery Classifications. National Council on Measurement in Education, Online Repository.
Nash, B., Swinburne-Romine, R., & Mayer, T. (2020). Out With the Old, In With the New: Rethinking How to Design, Administer, and Score Large-Scale Assessment to Improve Teaching and Learning. Presented at the Association of Test Publishers Global Virtual Conference.
Thompson, W.J., Nash, B., & Clark, A.K. (2020). Comparing Reliability Methods for Diagnostic Mastery Classifications. National Council on Measurement in Education, Online Repository.
Andersen, L. & Nash, B. (2019). Science instructional time and the relationship with science achievement for students with significant cognitive disabilities. Paper presented at the American Educational Research Association, Toronto, Canada.
Clark, A., Burnes, J., Nash, B., & Karvonen, M. (2019). Teacher assessment literacy: Implications for diagnostic assessment systems. Paper presented at the National Council on Measurement in Education, Toronto, Canada.
Thompson, W.J. & Nash, B. (2019). Empirical methods for evaluating maps: Illustrations and results. Paper presented at the National Council on Measurement in Education, Toronto, Canada.
Nash, B. & Bechard, S. (2018). Evaluating the impact of multidimensionality on science item performance. Paper presented at the American Educational Research Association, New York City, NY.
Nash, B., Thompson, W.J. & Clark A. (2018). Using simulation to evaluate retest reliability of assessment results. Paper presented at the National Council on Measurement in Education, New York City, NY.
Thompson, W.J., Clark, A. & Nash, B (2018). Measuring reliability of student mastery classifications at multiple levels. Paper presented at the National Council on Measurement in Education, New York City, NY.
Nash, B., Bechard, S., Gholson, M. & Bates, S. (2017). Impact of multidimensionality of new science standards on student performance and alternate assessment development. Presented at the National Conference on Student Assessment in Austin, TX.
Nash, B. & Thompson, W.J. (2017). Evaluating an initialization tool for student placement into a map-based assessment. Presented at the National Council on Measurement in Education, San Antonio, TX.
Clark, A., Karvonen, M., Swinburne Romine, R. & Nash, B. (2017). Exploring teacher choice when using an instructionally embedded alternate assessment system. Presented at the National Council on Measurement in Education, San Antonio, TX.
Romine, R., Andersen, L., Nash, B., Shipman, M., Ruhter, R., & Lawrence, A. (2015). Test development in a learning maps environment. Workshop presented at the annual meeting of the International Association for Educational Assessment, Lawrence, KS.
Becker, G., Weiner, J. & Nash, B. (2014). The Service Differentiator as a Marketplace Innovation. Presented at the Association of Test Publishers, Scottsdale, AZ.
Juve, T. & Nash, B. (2014). Interpreting Test Scores and Establishing Proficiency Levels. Presented at the ATI Nurse Educator Summit, Orlando, FL.
Dunham, M., McKee, J. & Nash, B. (2012). Current Trends in Nursing Research. Presented at the ATI Nurse Educator Summit, Scottsdale, AZ.
Shaftel, J., & Nash, B., & Gillmor, S. (2012). Effects of the number of response categories on rating scales. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, Canada.
Shaftel, J. & Nash, B. (2010). One State’s Experience Implementing Links for Academic Learning. Paper presented at the annual meeting of the American Evaluation Association, San Antonio, TX.
Kingston, N.M. & Nash, B. (2009). The Efficacy of Formative Assessment: A Meta-Analysis. Paper presented at the American Educational Research Association, San Diego, CA.
Awards & Honors —
- Outstanding Publication for Dissertation Award, Category Chair, AERA Division H (2018-2019)
- Outstanding Publication for the Advances in Methodology Award, Category Chair, AERA Division H (2017-2018)
- Outstanding Publication for the Program Evaluation Award, Category Chair, AERA Division H (2017-2018)
- Recipient of the AERA Division H Outstanding Publication Award for Advances in Methodology (2017)
Grants & Other Funded Activity —
Nash, B. (PI), Kim, E. M (co-PI), Swinburne Romine, R. (co-PI). Pathways for Instructionally Embedded Assessment (PIE) U.S. Department of Education, Office of Elementary and Secondary Education (S368A220019). Grant awarded to the Missouri Department of Elementary and Secondary Education. (10/2022-09/2026, $2,544,344; $1,838,141 subaward to the University of Kansas).
Memberships —
- Council of Chief State School Officers
- National Council on Measurement in Education
- American Educational Research Association
- Reviewer, Educational Measurement: Issues and Practice
- Project Advisory Committee Member, United States Department of Education, Institute of Education Sciences,
Improving Software and Methods for Estimating and Evaluating Diagnostic Classification Models