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2015-11-19T00:00:00.000Z

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Wrong Karin Hess?

Dr. Karin Hess K.

Senior Associate

National Center for the Improvement of Educational Assessment

HQ Phone: (603) 516-7900

Email: k***@***.org

National Center for the Improvement of Educational Assessment

P.O. Box 351

Dover, New Hampshire 03821

United States

Find other employees at this company (10)

Background Information

Employment History

Educational Leader
Center for Assessment

Educational Leader
Waterbury-Duxbury School District

State Director for Gifted Education , A Program Evaluator for the Vermont Mathematics Project
NJ Department of Education

Content Specialist for Development of the New England Common Assessment Program
ELA

Developer and Editor
Science Exemplars

Education

Ph.D.

Web References (31 Total References)


Dr. Karin Hess Senior ...

www.collegecareer.org [cached]

Dr. Karin Hess Senior Associate - National Center for Assessment

Dr. Karin Hess, Senior Associate with the National Center for Assessment (NCIEA) since 2002, brings to our work over 30 years of deep experience in curriculum, instruction, and assessment. She has assisted more than a dozen states in major development of grade level expectations, revisions to state content standards, and in creating detailed assessment specifications aligned to content standards that are both educationally and technically sound. Dr. Hess is recognized nationally for her research and work with learning progressions and cognitive rigor. Dr. Hess is one of the principal architects of the Smarter Balanced Assessment design.
Most recently, her work has focused on development and alignment of educationally sound and accessible locally-based assessments; the use of content-based learning progressions for progress monitoring; and assessment practices that support improved achievement. In addition to 20+ years as an elementary and middle school classroom teacher and K-12 school administrator, Dr. Hess has worked at the NJ Department of Education as state director for gifted education, a program evaluator for the Vermont Mathematics Project; as a content specialist for development of the Vermont state science assessment; and as the developer/editor of Science Exemplars performance assessments. She has authored and co-authored numerous books, book chapters, and articles on educational assessment issues.


Dr Karin ...

www.algebraready.org [cached]

Dr Karin Hess

...
Dr. Karin Hess
Senior Associate
National Center for Assessment
Dr. Karin Hess, Senior Associate with the National Center for Assessment (NCIEA) since 2002, brings to our work over 30 years of deep experience in curriculum, instruction, and assessment. She has assisted more than a dozen states in major development of grade level expectations, revisions to state content standards, and in creating detailed assessment specifications aligned to content standards that are both educationally and technically sound. Dr. Hess is recognized nationally for her research and work with learning progressions and cognitive rigor. Dr. Hess is one of the principal architects of the Smarter Balanced Assessment design.
Most recently, her work has focused on development and alignment of educationally sound and accessible locally-based assessments; the use of content-based learning progressions for progress monitoring; and assessment practices that support improved achievement. In addition to 20+ years as an elementary and middle school classroom teacher and K-12 school administrator, Dr. Hess has worked at the NJ Department of Education as state director for gifted education, a program evaluator for the Vermont Mathematics Project; as a content specialist for development of the Vermont state science assessment; and as the developer/editor of Science Exemplars performance assessments. She has authored and co-authored numerous books, book chapters, and articles on educational assessment issues.


The Standards Company LLC

www.standardsco.com [cached]

Hess, Carlock, Jones, and Walkup. (2009). What Exactly Do "Fewer, Clearer, and Higher Standards" Really Look Like in the Classroom? Using a Cognitive Rigor Matrix to Analyze Curriculum, Plan Lessons, and Implement Assessments. A joint-collaboration between Karin Hess of the National Center for Assessment and The Standards Company LLC, this paper introduced Cognitive Rigor and the Cognitive Rigor Matrix (Hess Matrix) to the educational community. Hess, Jones, Carlock, and Walkup. (2009) Cognitive Rigor: Blending the Strengths of Bloom's Taxonomy and Webb's Depth of Knowledge to Enhance Classroom-level Processes. ERIC publication ED517804.


Speakers | Center for Development and Learning

www.cdl.org [cached]

Karin Hess

...
Karin Hess Karin Hess, Ph.D., is a senior associate at the National Center for Assessment and is recognized nationally for applying cognitive rigor and learning progressions in designing formative, interim, and performance assessments. She has over 30 years of deep experience in curriculum, instruction, and assessment. She has distinguished herself as a content and curriculum and assessment expert in multiple content areas and has effectively guided more than a dozen states in the development of grade level expectations and test specifications for general education and for alternate assessments for significantly cognitively disabled students. Karin facilitated Maine's early work in graduation exhibitions and Rhode Island's development and implementation of proficiency-based graduation requirements. Karin was a classroom teacher in New Jersey for 15 years, a district curriculum director, building principal, Title I director, and NJ state director of gifted education. She has also worked as a program evaluator for the Vermont Mathematics Project; as a content specialist for development of the New England Common Assessment Program for ELA, math, and science; and as member of several Vermont state-level committees.


Dr. Karin ...

9thbridgeschool.com [cached]

Dr. Karin Hess

Senior Associate at the National Center for Assessment since 2002, Karin brings to the Center's work over 30 years of deep experience in curriculum, instruction, and assessment. She has become a recognized national leader in developing practical approaches for designing and using learning progressions as the foundation for formative, interim, and performance assessments. Dr. Hess has distinguished herself as a content and curriculum and assessment expert in multiple content areas and has effectively guided many states and US territories in the development of grade level expectations and test specifications for both general education and alternate assessments for significantly cognitively disabled students. Dr. Hess' experiences as a state director of gifted education for New Jersey and as a district curriculum director, building principal, and classroom teacher (15 years) enable her to understand the practical implications of her work while maintaining fidelity to research, technical quality, and established best practices.
Dr. Hess has also worked as a program evaluator for the Vermont Mathematics Project; as a content specialist for development of the Vermont Science assessment; and as the developer and editor of Science Exemplars (www.exemplars.com). She has authored and co-authored books, book chapters, articles, and white papers related to instructional practices, alignment, cognitive rigor, text complexity, and assessment.

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