Jeri Thompson joined the Center in March 2011 and combines her knowledge of educational systems with assessments, curriculum, and instruction to offer states and districts guidance and support for both assessment and accountability purposes. She provides leadership in designing effective performance assessments and rubrics, facilitating deep understanding of cognitive rigor, scoring and analyzing student work, and deepening understanding of assessment and data literacy. This work has played an integral role in the development of performance assessments for the New Hampshire Performance Assessment of Competency Education (PACE) project. She also works with states and districts on their educator evaluation systems. Jeri is actively studying and developing a variety of tools and instructional resources to support educators’ understanding of Text-Dependent Analysis.
Jeri publishes her work, presents at the Council of Chief State School Officers (CCSSO) national conference, and has presented for the Literacy Council.
Prior to joining the Center, Jeri spent 20 years in public education as a teacher, Reading Specialist, Principal, Director of Curriculum and Instruction, and Director of Academics at school districts in Maryland and Rhode Island. These experiences have enabled her to understand the practical implications of her work while maintaining fidelity for guiding research and best practices.
Jeri received an Ed.D. in Educational Leadership from NOVA Southeastern University. She holds two M.S. degrees for School Administration and Reading from McDaniel College (formerly Western Maryland College), and has completed a certification in Educational Measurement at University of Illinois-Chicago. She has been an adjunct undergraduate and graduate instructor at colleges in Maryland and Rhode Island for reading and educational assessment courses.
Jeri Thompson’s work focuses on providing states and districts with guidance and support for assessments and assessment systems, including the development of resources and strategies to support a variety of assessment items, and providing professional development on assessment practices.
Recent and Relevant Publications
Thompson, J. (2018). Text dependent analysis: The need for a shift in instruction and curriculum.
Marion, S., Thompson, J., Evans, C., Martineau, J., and Dadey, N. (2019). A Tricky Balance: The Challenges and Opportunities of Balanced Systems of Assessment.
Marion, S., Thompson, J., Evans, C., Martineau, J., and Dadey, N. (2019). The Challenges and Opportunities of Balanced Systems of Assessment: A Policy Brief.
Thompson, J., (2019). Text Dependent Analysis Instructional Resources.
Thompson, J., Lyons, S., Marion, S.F., Pace, L., & Williams, M., (2016). Evaluating Assessment Quality for Innovative Assessment and Accountability Systems.
Thompson, J., Lyons, S., Marion, S.F., Pace, L., (2016). Supporting Educators and Students Through Implementation of an Innovative Assessment and Accountability System.
