Founder and President of Learner-Centered Initiatives, Ltd
Why is assessing worthy outcomes a conceptual problem and not an assessment one? – This session will be grounded in qualitative research on different groups involved in the development of assessments and metrics for outcomes such as critical thinking, problem solving and self-regulation and on field-based experiences related to facilitating the design of over 90 authentic performance assessments.
Giselle Martin-Kniep is an educator and facilitator of adult learning who believes that sustainable school improvement is an aspiration worth pursuing. She has a strong background in organizational change and has several graduate degrees from Stanford University, and she has worked with thousands of schools nationally and internationally in the areas of curriculum and assessment, Neuroleadership, systems thinking and strategic planning.
Giselle has published multiple articles, chapters, and books including Why am I doing this?; Becoming a Better Teacher; Capturing the Wisdom of Practice; Developing Learning Communities Through Teacher Expertise;Communities that Learn, Lead and Last; and Changing the Way You Teach, Improving the Way Students Learn.
Giselle’s most recent interests lie around determining best leverage points for sustainable school improvement, and more specifically around developing and aligning outcomes and measures used in schools.