B.A. University at Massachusetts/Boston
M.Ed Harvard University
Ed.D. Harvard University
Dr. Andrade joined the faculty of the Division of Educational Psychology and Methodology in the Fall of 2002. She came to UAlbany after three years at Ohio University. Prior to taking a position at OU, she spent eleven years at Harvard University, where she earned her masters and doctoral degrees and worked on a variety of teaching, research, and development initiatives at Harvard Project Zero. Her work focuses on the relationships between thinking, learning, and assessment, with an emphasis on student self-assessment. Dr. Andrade has designed thinking-centered instruction and assessments for classrooms, after-school programs, children's television shows, and CD-ROMs. She has written numerous articles, including an award-winning article for Educational Leadership (1997), and has co-authored two books: Teaching through projects: Creating effective learning environments (1995) and Thinking connections: Learning to think and thinking to learn (1994).
Andrade, H. (2013). Classroom assessment in the context of learning theory and research. In J. H. McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. 17-34). New York. SAGE.
Schneider, C., & Andrade, H. (Eds.) (2013). Teachers’ and administrators use of evidence of student learning to take action. Applied Measurement in Education, 26.
Andrade, H., Huff, K., & Brooke, G. (2012). Assessing learning: The Students at the Center series. Boston, MA: Jobs for the Future. Available: http://www.studentsatthecenter.org/papers/assessing-learning
Andrade, H. (2011). Promoting learning and achievement through self-assessment. Better: Evidence-based Education, 3(3), 12-13.
Andrade, H. (2010). Students as the definitive source of formative assessment: Academic self-assessment and the self-regulation of learning. In H. Andrade & G. Cizek (Eds.), Handbook of formative assessment. New York: Routledge.
Andrade, H. (Ed.) (2009). Classroom assessment. Theory Into Practice, 48(1).
Andrade, H., & Cizek, G. (Eds.) (2010). Handbook of formative assessment. New York: Routledge.
Andrade, H., Du, Y., & Mycek, K. (2010). Rubric-referenced self-assessment and middle school students’ writing. Assessment in Education, 17(2), 199-214.
Andrade, H., Du, Y., & Wang, X. (2008). Putting rubrics to the test: The effect of a model, criteria generation, and rubric-referenced self-assessment on elementary school students’ writing. Educational Measurement: Issues and Practices, 27(2), 3-13.
Andrade, H. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57(5), 13-18.