400 Seaport Court, Suite 222
Redwood City, California
Director of Technology Enhanced Assessments & Learning Systems
Quellmalz directs research, development, and evaluation projects related to the designs of technology-based student learning environments and assessments. She is Principal Investigator of Calipers II: Using Simulations to Assess Complex Science Learning, a five-year assessment project funded by the Discovery Research K–12 program at the National Science Foundation (NSF).
She also is leading the design of embedded assessments for the NSF-funded Rutgers Bioinformatics project. Both of these projects will produce technology-based assessments of challenging science knowledge and inquiry skills.
Prior to joining WestEd, Quellmalz served as Director of Assessment Research and Design in the Center for Technology in Learning (CTL) at SRI International. There, she conducted assessment research, development, and evaluation studies, providing leadership for CTL's strategic planning, proposal development, project design, and management.
While at SRI, she served as Principal Investigator for a number of NSF projects, including the Calipers I assessment project, Study of the Validities of Science Inquiry Assessments, Using Datasets for Inquiry in Geoscience, Performance Assessment Links in Science, and the Online Evaluation Resource Library. She also led the development of higher order thinking skills curricula for the Arkansas State Department of Education and the Sacramento County Office of Education.
Prior to joining SRI, she served on the faculty of the Stanford School of Education, taught courses for the University of California, Los Angeles (UCLA) Graduate School of Education, led federally funded assessment design studies at the UCLA Center for the Study of Evaluation, directed the RMC Research Title I Technical Assistance Center for nine western states, and directed the advanced reading program and a beginning problem-solving program at Southwest Regional Laboratory. She began her education career as a junior high school teacher.
She has over 35 years experience consulting on numerous state, national, international, student, and teacher assessment programs. She has presented her work extensively at national conferences and has published in the areas of assessment, technology, and promotion of reasoning skills. She serves on the Steering Committee for the 2011 National Assessment of Educational Progress Writing Framework and on various national advisory committees and editorial boards.
She graduated from UCLA, where she received a BA in psychology, and an MA and PhD in educational psychology.