About Dr. Hess
Dr. Karin Hess has over 40 years of deep experience in curriculum, instruction, and assessment.
Karin is a recognized international leader in developing practical approaches for using cognitive rigor and learning progressions as the foundation for formative, interim, and performance assessments.
For almost 15 years at the Center for Assessment in Dover, NH, Dr. Hess distinguished herself as curriculum and assessment expert in multiple content areas. She has effectively guided over 35 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’ past 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 New England Common Assessment Program (NECAP) ELA, Math, and Science performance assessments; and as the developer and editor of Science Exemplars (www.exemplars.com).
She has authored and co-authored dozens of books, book chapters, articles, and white papers related to instructional practices, alignment, cognitive rigor, text complexity, and assessment. With Dr. Linda Darling Hammond, she co-led development of the SBAC content specifications for assessment of the Common Core State Standards (CCSS) in ELA and mathematics.
Karin's current work included guiding the development of NH's K-12 Model Competencies for ELA, Mathematics, and Science and supporting school districts in many states in implementing competency-based systems and creating and analyzing the use of high-quality benchmark assessments, performance assessments, and performance scales for competency-based learning.