Daisy Martin

 

 


 

Daisy Martin is Director of History/Social Studies Performance Assessment at SCALE. Her professional work focuses on the teaching and learning of historical thinking and literacy. She has co-created several digital projects that make research-based, high quality teaching resources freely available, and has worked with teachers nationwide on designing and using curricula and performance-based assessments. Daisy’s current projects include researching challenges and successes faced by educators in implementing coherent performance assessment systems, and working with history teachers in multiple states to design, implement, and learn from common units of study. A former history and civics teacher, Daisy holds a doctorate from Stanford University and a BA in history/philosophy from the University of Michigan.

More info: http://www.linkedin.com/pub/daisy-martin/24/214/89a




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Apr 12th 2016

Given their emphasis on complex and sophisticated disciplinary skills and understandings, the Common Core State Standards, Next Generation Science Standards and the C3 Framework for State Social Studies Standards require ways of assessing that go beyond routine multiple-choice tests. Whether students are learning to select, use, and explain evidence to support a claim or to analyze data to evaluate a hypothesis, tests that require that students only bubble in a scantron are inadequate to measure (or support) students' learning and growth.

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