Heidi Goodrich Andrade Assistant Professor 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).

Representative publications:

Andrade, H. (in press). Beyond good versus evil: What preservice teachers need to understand about assessment. In C. Lassonde, R. Michael, & J. Rivera-Wilson (Eds.) Issues in teacher education. Charles C. Thomas Publishers.

Andrade, H., & Du, Y. (2007). Student responses to criteria-referenced self-assessment. Assessment and Evaluation in Higher Education, 32(2).

Andrade, H. (2006). The trouble with a narrow view of rubrics. English Journal, 95(6), 9.

Andrade, H. (2005). Assessment in the service of learning. ASCD Express, 1(4). Available: http://www.ascd.org/portal/site/ascd/menuitem.
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Andrade, H., & Du, Y. (2005). Student perspectives on rubric-referenced assessment. Practical Assessment, Research and Evaluation, 10(4). Available: http://PAREonline.net/getvn.asp?v=10&n=3

Andrade, H. (2005). Teaching with rubrics: The good, the bad, and the ugly. College Teaching, 53(1), 27-32.

Andrade, H. & Boulay, B. (2003). The role of self-assessment in learning to write. The Journal of Educational Research, 97(1), 21-34.

Andrade, H. G. (2001, April 18). The effects of instructional rubrics on learning to write. Current Issues in Education [On-line], 4(4). Available: http://cie.ed.asu.edu/volume4/number4.

Andrade, H. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57(5), 13-18.

Goodrich, H. (1997). Understanding rubrics. Educational Leadership, 54(4), 14-17.

E-mail: HAndrade@uamail.albany.edu