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Daisy Christodoulou is Director of Education at No More Marking, an online engine which aims to help teachers with comparative-judgement assessment of school work. Before this she was head of education research at the charity Ark, where she continues to be involved in an advisory capacity.

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  • Daisy Christodoulou (en)
  • Daisy Christodoulou (es)
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  • Daisy Christodoulou is Director of Education at No More Marking, an online engine which aims to help teachers with comparative-judgement assessment of school work. Before this she was head of education research at the charity Ark, where she continues to be involved in an advisory capacity. (en)
  • Daisy Christodoulou es la directora de investigación educativa de la ONG Ark (Absolute Returns for Kids). Alcanzó la fama gracias a su extraordinario desempeño en el veterano programa concurso para universitarios University Challenge, conduciendo a la victoria al equipo de la Universidad de Warwick en la temporada 2006-2007.​ Ahora se ha hecho conocida también por su libro Seven Myths about Education (Siete mitos acerca de la educación),​ que postula que el conocimiento declarativo, por ejemplo el de hechos, es desatendido en la actual educación por la prioridad dada al conocimiento procedimental, el que consiste en habilidades.​ (es)
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  • Daisy Christodoulou is Director of Education at No More Marking, an online engine which aims to help teachers with comparative-judgement assessment of school work. Before this she was head of education research at the charity Ark, where she continues to be involved in an advisory capacity. (en)
  • Daisy Christodoulou es la directora de investigación educativa de la ONG Ark (Absolute Returns for Kids). Alcanzó la fama gracias a su extraordinario desempeño en el veterano programa concurso para universitarios University Challenge, conduciendo a la victoria al equipo de la Universidad de Warwick en la temporada 2006-2007.​ Ahora se ha hecho conocida también por su libro Seven Myths about Education (Siete mitos acerca de la educación),​ que postula que el conocimiento declarativo, por ejemplo el de hechos, es desatendido en la actual educación por la prioridad dada al conocimiento procedimental, el que consiste en habilidades.​ (es)
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