A former special education teacher, Jennifer Borgioli facilitates and supports assessment design programs that wrestle with the messiness of learning and capturing it in ways that are meaningful for students and teachers. She also assists districts in designing or auditing their tests and assessments to support balanced and quality assessment design. Published in the fields of data, special, gifted and middle-level education, Jennifer is perpetually working on her Ph. D.
Amused, entertained, and intrigued by the question, “What are the implications of reducing learning to a number?” Jennifer can be found arguing the merits of rubrics and large-scale, high-quality assessment on Twitter as JennLCI. Several of her articles and guest columns have recently appeared on New York ASCD's website and on EdWeek.org. She can be reached at firstname.lastname@example.org.