​DeLuca, C. (2024). Silent discrimination: The ongoing omission of 2SLGBTQI+ Canadians in census data and employment equity. The Hill Times. https://www.hilltimes.com/story/2024/01/04/silent-discrimination-the-ongoing-omission-of-2slgbtqi-canadians-in-census-data-and-employment-equity/407223/  

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DeLuca, C., & Holden, M. (2024). Assessment in the language arts classroom: Learning about – and with – artificial intelligence. Principal Connections, 27(3), 42-43.  

 

Volante, L., DeLuca, C., & Klinger, D. (2023). Forward-thinking assessment in the era of artificial intelligence: strategies to facilitate deep learning. Education Canada. https://www.edcan.ca/articles/forward-thinking-assessment-in-the-era-of-artificial-intelligence/ 

 

Volante, L., DeLuca, C., & Klinger, D. (2023). Leveraging AI to enhance learning. Phi Delta Kappan, 105(1), doi.org/10.1177/00317217231197475  

 

DeLuca, C., Rickey, N., & Holden, M. (2023). Assessment as compassion: Aligning purpose and practice to support wellbeing. MB Speaks: Manitoba Social Science Teachers’ Association Journal, 47(2), 41-48. 

 

Volante, L., & DeLuca, C., & Klinger, D. A. (2023, February 27). ChatGPT and cheating: 5 ways to change how students are graded. The Conversation Canada. https://theconversation.com/chatgpt-and-cheating-5-ways-to-change-how-students-are-graded-200248 

 

Baidoo-Anu, D., & DeLuca, D. (2023). Ghana’s colonial past and assessment use means education priorities passing exams over what students actually learn – this must change. The Conversation Canada. https://theconversation.com/ghanas-colonial-past-and-assessment-use-means-education-prioritises-passing-exams-over-what-students-actually-learn-this-must-change-211957 

 

Hemmerich, A., Rickey, N. H., Dubek, M., & DeLuca, C. (2023).  Every challenge presents an opportunity: How assessment can support, rather than hinder, integrated STEAM learning. Canadian Teacher Magazine. 

 

Bolden, B., DeLuca, C., & Rickey, N. H. (2023). Nurturing musical creativity through assessment for learning. Music Educators Journal.  

 

DeLuca, C., Rickey, N., Coombs, A., LaPointe-McEwan, D. (2023). How ‘grade obsession’ is detrimental to students and their education. The Conversation Canada. https://theconversation.com/how-grade-obsession-is-detrimental-to-students-and-their-education-199980 

 

Baidoo-Anu, D., DeLuca, D., & Cheng, L. (2023). Why universities need to look beyond grades when admitting international students. The Conversation Canada. https://theconversation.com/why-universities-need-to-look-beyond-grades-when-admitting-international-students-198661 

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Pasquini, R., & DeLuca, C. (2022). Standardized testing vs. Teachers’ Classroom Assessment Practices. Canadian Teacher Magazine. https://canadianteachermagazine.com/2022/09/26/standardized-testing-vs-teachers-classroom-assessment-practices/  

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Piekarski, L., Coombs, A. J., & DeLuca, C. (2021). New teachers and assessment: How can we best support them. Canadian Teacher Magazine. https://canadianteachermagazine.com/2021/04/21/10482/

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Volante, L., Campbell, C., DeLuca, C., Rowsell, J., & Cherubini, L. (2019). Testing literacy today requires more than a pencil and paper. The Conversation Canada. Full text [online]: https://theconversation.com/testing-literacy-today-requires-more-than-a-pencil-and-paper-114154

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Volante, L., & DeLuca, C. (2019). Reducing children’s test anxiety with these tips – and a re-think of what testing means. The Conversation Canada. Full text [online]: https://theconversation.com/reduce-childrens-test-anxiety-with-these-tips-and-a-re-think-of-what-testing-means-111730

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DeLuca, C., & Pyle, A. (2019). Kindergarten classes are too big for teachers to effectively assess students. The Conversation Canada. Full text [online]: https://theconversation.com/kindergarten-classes-are-too-big-for-teachers-to-effectively-assess-students-113709

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DeLuca, C., Cheng, L., & Volante, L. (2019). Grading across Canada: Policies, practices, and perils. Education Canada. https://www.edcan.ca/articles/grading-across-canada/

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DeLuca, C., & Braund, H. (in press). Educating teachers for the work of assessment in schools. In Lampert. J (Ed). Oxford Encyclopedia of Global Perspectives on Teacher Education. Oxford University Press.

 

Volante, L., DeLuca, C., & Xavier, F. (in press). Assessment in lower and upper secondary schools across Canada. Bloomsbury Education and Childhood Studies. London, UK: Bloomsbury Press.

 

DeLuca, C. (2018). Assessment in play-based learning. Encyclopedia on Early Childhood Development. Quebec, CA: Centre of Excellence for Early Childhood Development and Strategic Knowledge Cluster on Early Child Development.

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DeLuca, C., & Johnson, S. (2017). Developing assessment capable teachers in this age of accountability. Assessment in Education: Principles, Policy & Practice, 24(2), 121-126.

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DeLuca, C., & Christou, T. (2017). Create impact. Canadian Journal of Education, 40(3), 1-3.

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DeLuca, C., & LaPointe-McEwan, D. (2017). Boost your assessment fluency: A framework for enhancing classroom assessment practices. Education Canada.

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DeLuca, C., & Christou, T. (2016). December 2016. Canadian Journal of Education, 39(4), 1-3.

 

Christou, T., & DeLuca, C. (2016). CJE as a national event. Canadian Journal of Education, 39(2), 1-3.

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DeLuca, C., & Christou, T. (2015). Good scholarship. Canadian Journal of Education, 38(4), 1-3.

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DeLuca, C., & Christou, T. (2015). Looking forward. Canadian Journal of Education, 38(3), 1-3.

 

DeLuca, C., Volante, L., & Earl, L. (2015). Assessment for learning across Canada. Education Canada, 55(2).

 

Christou, T. M., & DeLuca, C. (2015). The privilege and place of Canadian curriculum studies. Journal of the Canadian Association for Curriculum Studies, 12(2), 1-2.

 

DeLuca, C., Chapman, A., & Luhanga, U. (2015). Ipsative Assessment: Motivation Through Marking Progress – A Book Review. British Journal of Educational Studies, 63(2), 246-248.

 

Christou, T. M., & DeLuca, C. (2014). Our curriculum oath – Editorial. Journal of the Canadian Association for Curriculum Studies, 11(2), 1-2.

 

Christou, T. M., & DeLuca, C. (2013). JCACS in transition – Editorial. Journal of the Canadian Association for Curriculum Studies, 11(1), 1-2.

 

Christou, T. M., & DeLuca, C. (2013). Curriculum studies at a crossroad: Curating inclusive and coherent curriculum conversations in Canada – Editorial. Journal of the Canadian Association for Curriculum Studies, 11(1), 13-22.

 

DeLuca, C., & Chavez, T. (2012). Classroom assessment in action: A book review. Mid-western Educational Researcher, 25(1/2), 60-63.

 

DeLuca, C. (Ed.). (2010). Canadian Journal for New Scholars in Education, Special Issue: Inclusivity in Education, 3(2).

 

DeLuca, C. (2010). Inclusivity in Education. Canadian Journal for New Scholars in Education, Special Issue: Inclusivity in Education, 3(2), 1-2.

 

DeLuca, C., & Doe, C. (Eds.). (2008). Dynamic evaluation: Possibilities that exist. Proceedings of the 22nd Edward F. Kelly Evaluation Conference, Kingston, ON: Queen’s Assessment and Evaluation Group.

 

DeLuca, C. (September 2008). Feature article: Assessment education: Perspectives of beginning teachers. CERA Newsletter, 3-6.

 

Klinger, D., Rogers, W. T., Miller, T., & DeLuca, C. (October 2008). Large-scale assessments in Canada. NCME Newsletter, 9-14.

 

DeLuca, C., & McEwen, L. A. (2007). Evaluating assessment curriculum in teacher education programs: An evaluation process paper. In J. A. Chouinard & S. Malik (Eds.), Proceedings of the 2007 Edward F. Kelly Evaluation Conference. Ottawa, ON: University of Ottawa and the Evaluation Consortium.

 

DeLuca, C. (2005, Winter). The ACU’s Policy Index: A key resource for higher education professionals. International News. London, UK: Society for Research into Higher Education.