Rethink Classroom Assessment Practices

Supporting Progressive Classroom Assessment Theory and Practice across Contexts

What is this study about?

This research includes three funded studies focussed on supporting progressive classroom assessment theory and practice. These studies are:

  • Building Creative Capacity through Assessment for Learning in the Arts with Dr. Benjamin Bolden

  • Full Steam Ahead: Developing an Assessment Framework for Integrated Elementary Education with Dr. Michelle Dubek

  • Building Capacity in Assessment for Learning with Drs. Don Klinger, Jamie Pyper, and Lyn Shulha

Research also focusses on broader classroom assessment themes such as fairness, equity, and validity.

Selected Journal Publications

Why is this study important?

Teaching and learning are changing. So should assessment. In this series of studies, we examine contemporary, progressive approaches to classroom assessment across contexts. Specifically, studies focus on how to leverage formative assessment within arts-based learning and STEAM (Science, Technology, Engineering, Arts, and Mathematics) Education. Throughout these studies, both teachers and student data point to new ways of integrating assessment within teaching and learning processes to better support growth and development. 

Rasooli, A., Zandi, H., & DeLuca, C. (2019). Conceptualizing Fairness in Classroom Assessment: Exploring the Value of Organizational Justice Theory. Assessment in Education: Principles, Policy & Practice.

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Rasooli, A., DeLuca, C., Rasegh, A., & Fathi, S. (2019). Students’ Critical Incidents of Fairness in Classroom Assessment: An Empirical Study. Social Psychology of Education.

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DeLuca, C., Chapman-Chin, A. E, LaPointe-McEwan, D., & Klinger, D. (2018). Students’ perspectives on assessment for learning. The Curriculum Journal, 29(1), 77-94.

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Rasooli, A. H., Zandi, H., & DeLuca, C. (2018). Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond. Studies in Educational Evaluation, 56, 164-181.

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Bolden, B., & DeLuca, C. (2016). Measuring the magical: Leveraging assessment for emergent learning. Assessment Matters, 10, 52-71.

Birenbaum, M., DeLuca, C., Earl, L., Heritage, M., Klenowski, V., Looney, A., Smith, K., Timperley, H., Volante, L., & Wyatt-Smith, C. (2015). International trends in the implementation of assessment: Implications for policy and practice. Policy Futures in Education, 13(1), 117-140.

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DeLuca, C., & Bolden, B. (2014). Music performance assessment: Exploring three approaches for quality rubric construction. Music Educators Journal, 101(1), 70-76.
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DeLuca, C., Luu, K., Youyi, S., & Klinger, D. (2012). Assessment for learning in the classroom: Barriers to implementation and possibilities for teacher professional learning. Assessment Matters, 4, 5-29.


DeLuca, C. (2010). The capacity of assessment in arts education. Encounters in Education, Special Issue: Navigating the UNESCO Roadmap for Arts Education: Current Directions in Research and Best Practice, 11, 3-12.

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DeLuca, C., & McEwen, L. A. (2010). Leveraging technology to promote assessment for learning in higher education. International Journal of Information and Communication Technologies and Human Development, Special Issue: ICTs and Education, 2(4), 42-54.

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Klinger, D., DeLuca, C., & Miller, T. (2008). The evolving culture of large-scale assessments in Canadian education. Canadian Journal of Educational Administration and Policy, 76, 1-34.

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