Refereed Articles
Coombs, A. J., Rickey, N, DeLuca, C., & Lui, S. (2022). Chinese teachers’ approaches to classroom assessment. Educational Research for Policy and Practice. doi: 10.1007/s10671-020-09289-z
Rasooli, A., Zandi, H., & DeLuca, C. (2022). Measuring fairness and justice in the classroom: A systematic review of instruments’ validity evidence. School Psychology Review. doi:10.1080/2372966X.2021.2000843
DeLuca., C., Rickey, N., & Coombs, A. J. (2021). Exploring assessment across cultures: Teachers’ approaches to assessment in the U.S., China, and Canada. Cogent Education, 8(1), 1-26.
DeLuca, C., Ge, J., Searle, M., Carbone, K., & LaPointe-McEwan, D. (2021). Toward a pedagogy for slow and significant learning about assessment in teacher education. Teaching and Teacher Education, 101, https://doi.org/10.1016/j.tate.2021.103316
Schneider, C., DeLuca, C., Pozas, M, & Coombs, A. J. (2021). Linking personality to teachers’ literacy in classroom assessment: a cross-cultural study. Educational Research and Evaluation, 26,(1-2), 53-74. doi: https://doi.org/10.1080/13803611.2021.1902354
Pasquini, R., DeLuca, C., & Cheng, L. (2021). Grading as dilemmatic space: Exploring teachers’ grading work in Canada and Switzerland, Comparative & International Education, 49(2), 51-70.
Braund, H., DeLuca, C., Panadero, E., & Cheng, L. (2021). Exploring Classroom Assessment and Co-Regulation in Kindergarten through Interviews and Direct Observation. Frontiers in Education. Special Issue on Classroom Assessment as the Co-regulation of Learning. https://doi.org/10.3389/feduc.2021.732373
Dubek, M., DeLuca, C., & Rickey, N. H. (2021). Unlocking the potential of STEAM education: How exemplary educators navigate assessment challenges. The Journal of Educational Research, 114(6), 513-525. https://doi.org/10.1080/00220671.2021.1990002
Cheng, L., DeLuca, C., Braund, H., Wei, Y., & Rasooli, A. (2020). Teachers' grading decisions and practices across Canadian and Chinese secondary schools. Studies in Educational Evaluation, 67, https://doi.org/10.1016/j.stueduc.2020.100928
DeLuca, C., Pyle, A., Valiquette, A., & LaPointe-McEwan, D. (2020). New directions for
kindergarten education: Embedding assessment in play-based learning. Elementary Schools Journal, 120(3), 455-479. DOI: 138.051.012.062
Pyle, A., DeLuca, C., Danniels, E., & Wickstrom, H. (2020). A model for assessment in play-based kindergarten education. American Educational Research Journal. Online first. doi.org/10.3102/0002831220908800
Gareis, C., Barnes, N., Coombs, A. J., DeLuca, C., & Uchiyama, K. (2020). Exploring the influence of assessment courses and student teaching on beginning teachers’ approaches to classroom assessment. Assessment Matters, 14, 5-41.
DeLuca, C., Pyle, A., Braund, H., & Faith, L. (2020). Leveraging assessment to promote kindergarten learners’ independence and self-regulation within play-based classrooms. Assessment in Education: Principles, Policy, & Practice. Online first. DOI: 10.1080/0969594X.2020.1719033
Danniels, E., Pyle, A., & DeLuca, C. (2020). The role of technology in supporting classroom assessment in play-based kindergarten. Teaching and Teacher Education, 88. Online first. DOI: 10.1016/j.tate.2019.102966
Volante, L., DeLuca, C., Baker, E., Harju-Luukkainen, H., Heritage, M., Schneider, C., Stobart, G., Tan, K., Wyatt-Smith, C., & Adie, L. (2020). Synergy and tension between large-scale and classroom assessment: International trends. Educational Measurement: Issues and Practice. Online first: https://doi.org/10.1111/emip.12382
Coombs, A. J., Ge, J., & DeLuca, C. (2020). From sea to sea: The Canadian landscape of assessment education. Educational Research, 63, doi.org/10.1080/00131881.2020.1839353
Massey, K. D., DeLuca, C., & LaPointe-McEwan, D. (2020). Assessment literacy in college teaching: Empirical evidence on the role and effectiveness of a faculty training course. To Improve the Academy: A Journal of Educational Development, 39(1). http://dx.doi.org/10.3998/tia.17063888.0039.109
Coombs, A. J., DeLuca, C., & MacGregor, S. (2020). A person-centered analysis of teacher candidates’ approaches to assessment. Teaching and Teacher Education, 87. Online first. DOI: doi.org/10.1016/j.tate.2019.102952
DeLuca, C., Coombs, A. J., MacGregor, S., & Rasooli, A. (2019). Toward a differential and situated view of assessment literacy: Studying teachers’ responses to classroom assessment scenarios. Frontiers in Education, 4(94), 1-10. DOI: 10.3389/feduc.2019.00094
DeLuca, C., Coombs, A. J., & Ge, J. (2019). Former à évaluer les élèves en classe: Une perspective canadienne sur les programmes de formation initiale des enseignants [Training to Assess Students in the Classroom: A Canadian Perspective on Initial Teacher Education Programs]. Administration et Éducation,165(1), 249-255.
DeLuca, C., Willis, J., Cowie, B., Harrison, C., Coombs, A., Gibson, A., & Trask, S. (2019). Policies, programs, and practices: Exploring the complex dynamics of assessment education in teacher education across four countries. Frontiers in Education, 4. DOI: 10.3389/feduc.2019.00132
DeLuca, C., Chapman-Chin, A. E., & Klinger, D. (2019). Toward a teacher professional learning progression for classroom assessment. Educational Assessment, 24(4), 267-285.
DeLuca, C., Schneider, C., Coombs, A. J., Pozas, M., & Rasooli, A., (2019). A cross-cultural comparison of German and Canadian student teachers’ assessment competence. Assessment in Education: Principles, Policy & Practice, 27(1), 26-45. doi: https://doi.org/10.1080/0969594X.2019.1703171
Bolden, B., DeLuca, C., Kukkonen, T., Wearing, J., & Roy, R. (2019). Assessment of creativity in K-12 education: A scoping review. Review of Education, 8(2), 342-376. DOI: 10.1002/rev3.3188
DeLuca, C., Coombs, A., & LaPointe-McEwan, D. (2019). Assessment mindset: Exploring the relationship between teacher mindset and approaches to classroom assessment. Studies in Educational Evaluation, 61, 159-169.
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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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Massey, K. D., DeLuca, C., & LaPointe-McEwan, D. (2019). Assessment literacy in college teaching: Empirical evidence on the role and effectiveness of a faculty training course. To Improve the Academy: A Journal of Educational Development.
DeLuca, C., Pyle, A., Roy, S., Chalas, A., & Daniels, E. (2019). Perspectives on kindergarten assessment: Towards a common understanding. Teachers College Record, 121(3), 1-58.
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Wickstrom, H., Pyle, A., & DeLuca, C. (2019). Does theory translate into practice? An observational study of current mathematics pedagogies in play-based kindergarten. Early Childhood Education Journal. DOI: 10.1007/s10643-018-00925-1
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Cheng, L., DeLuca, C., Braund, H., & Yan, W. (2018). Grading in Canada and China: A comparative study. Comparative and International Education, 47(1), 1-24.
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Braund, H., & DeLuca, C. (2018). Elementary students as active agents in their learning: An empirical study of the connections between assessment practices and student metacognition. Australian Educational Researcher: Special Issue on Student Agency in Classroom Assessment, 45(1), 65-85.
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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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DeLuca, C., Valiquette, A., Coombs, A., LaPointe-McEwan, D., & Luhanga, U. (2018). Teachers’ approaches to classroom assessment: A large-scale survey. Assessment in Education: Principles, Policy & Practice, 25(4), 355-375.
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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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Coombs, A., DeLuca, C., & LaPointe-McEwan, D. (2018). Changing approaches to classroom assessment: An empirical study across teacher career stages. Teaching and Teacher Education, 71, 134-144.
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DeLuca, C., Braund, H., Valiquette, A., & Cheng, L. (2017). Grading policies and practices in Canada: A landscape study. Canadian Journal of Educational Administration and Policy, 184, 4-22.
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Cheng, L., Yan, W., Mei, Y., & DeLuca, C. (2017). Grading policies in China: Are we assessing the learner or the learning? Assessment Matters, 11, 6-31.
Pyle, A., De Luca, C., & Danniels, E. (2017). A scoping review of research on play-based pedagogies in kindergarten education. Review of Education, 5(3), 311-351.
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Pyle, A., De Luca, C., & Danniels, E. (2017). Context and implications Document for: A scoping review of research on play-based pedagogies in kindergarten education. Review of Education, 5(3), 352-353.
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Pyle, A., & DeLuca, C. (2017). Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices. The Journal of Educational Research, 110(5), 457–466.
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DeLuca, C., Bolden, B., & Chan, J. (2017). Systematic professional learning through collaborative inquiry: Examining teachers’ perspectives. Teaching and Teacher Education, 67, 67-78.
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LaPointe, D., DeLuca, C., & Klinger, D. (2017). Supporting evidence-use in networked professional learning: The role of the middle leader. Educational Research, Special Issue: Evidence-informed Practice in Education, 59(2), 136-153.
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Wintle, J., Krupa, T., Cramm, H., & DeLuca, C. (2017). A scoping review of the tensions in OT-teacher collaborations. Journal of Occupational Therapy, Schools, & Early Intervention, 10(4), 327-345.
DeLuca, C., LaPointe, D., & Luhanga, U. (2016). Teacher assessment literacy: a review of international standards and measures. Educational Assessment, Evaluation, and Accountability, 28(3), 251-272.
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DeLuca, C., Valiquette, A., Coombs, A., LaPointe-McEwan, D., & Luhanga, U. (2016). Teachers’ approaches to classroom assessment: A large-scale survey. Assessment in Education: Principles, Policy & Practice, 1-21. | Open Access Version
DeLuca, C., LaPointe-McEwan, D., & Luhanga, U. (2016). Approaches to classroom assessment inventory: A new instrument to support teacher assessment literacy. Educational Assessment, 21(4), 248-266.
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Bolden, B., & DeLuca, C. (2016). Measuring the magical: Leveraging assessment for emergent learning. Assessment Matters, 10, 52-71.
DeLuca, C., & Volante, L. (2016). Assessment for learning in teacher education programs: Navigating the juxtaposition of theory and praxis. Journal of the International Society for Teacher Education, 20(1), 19-31.
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Cousins, S., & DeLuca, C. (2016). Promoting self-care at school for students with chronic health needs: The teachers’ perspective. Pedagogy in Health Promotion, 3(1), 56-67.
Kutsyuruba, B., Christou, T., Murray, J., Heggie, L, & DeLuca, C. (2015). Teacher collaborative inquiry in Ontario: An analysis of provincial and school board policies and support documents. Canadian Journal of Educational Administration and Policy, 172, 1-45.
DeLuca, C., Godden, L., Hutchinson, N. L., & Versnel, J. (2015). Preparing at-risk youth for a changing world: Revisiting a person-in-context model for transition to employment. Educational Research, 57(2), 182-200.
DeLuca, C., Shulha, J., Luhanga, U., Shulha, L. M., Klinger, D. A., & Christou, T. (2015) Collaborative inquiry as a professional learning structure for educators: A scoping review. Professional Development in Education, 41(1), 640-670.
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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., Klinger, D., Pyper, J., Shulha, L., & Woods, J. (2015). Building school district capacity in assessment for learning: A study on the effectiveness of an instructional rounds professional learning approach. Assessment in Education: Principles, Policy and Practice, 22(1), 122-139.
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DeLuca, C., Ogden, H., & Pero, B. (2015). Reconceptualizing elementary preservice teacher education: Examining an integrated curriculum approach. The New Educator, 11(3), 227-250.
DeLuca, C., & Lam, C. (2014). Preparing teachers for assessment within diverse classrooms: An analysis of teacher candidates’ readiness. Teacher Education Quarterly, 41(3). 3-24.
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DeLuca, C., & Hughes, S. (2014). Assessment in early primary education: An empirical study of five school contexts. Journal of Research in Childhood Education, 28(4), 441-460.
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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., & Bellara, A. (2013). The current state of assessment education: Aligning policy, standards, and teacher education curriculum. Journal of Teacher Education, 64(4), 356-372.
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DeLuca, C. (2013). Toward an interdisciplinary framework for inclusivity in education. Canadian Journal of Education, 36(1), 305-348.
DeLuca, C., Cheng, L., Fox, J., Doe, C., & Li, M. (2013). Putting testing experts to the test: Reflections on construct-dependent and construct-irrelevant factors of the TOEFL iBT. System: An International Journal of Educational Technology and Applied Linguistics, 41, 663-676.
Pyle, A., & DeLuca, C. (2013). Assessment in the kindergarten classroom: An empirical study of teachers' assessment approaches. Early Childhood Education Journal, 41(5), 373-380.
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DeLuca, C., Chavez, T., Cao, C., & Bellara, A. (2013). Changing Conceptions of Assessment: Pedagogies for Pre-service Assessment Education. The Teacher Educator, 48(2), 128-142.
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DeLuca, C. (2012). Preparing teachers for the age of accountability: Toward a framework for assessment education. Teacher Education Yearbook XXI: A Special Issue of Action in Teacher Education, 34(5/6), 576-591.
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DeLuca, C. (2012). Promoting inclusivity within teacher education programs. Journal of Education for Teaching: International Research and Pedagogy, 38(5), 551-569.
DeLuca, C. (2012). Selecting inclusive teacher candidates: Validity and reliability issues in admission policy and practice. Teacher Education Quarterly, 39(4), 7-32.
DeLuca, C., Chavez, T., & Cao, C. (2012). Establishing a foundation for valid teacher judgments: The role of pre-service assessment education. Assessment in Education: Principles, Policy and Practice, Special Issue: Moderation Practice and Teacher Judgment, 20(1), 107-126.
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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.
Klinger, D. A., Volante, L., & DeLuca, C. (2012). Building teacher capacity within the evolving assessment culture in Canadian Education. Policy Futures in Education, Special Issue: Developing Sustainable Assessment Cultures in School Learning Organisations, 10(4), 447-460.
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DeLuca, C. (2011). Interpretive validity theory: Mapping a methodology for the validation of educational assessments. Educational Research, 53(3), 303-320.
DeLuca, C. (2011). The bohemian curriculum: Evolving consciousness, expanding culture. Journal of the Canadian Association for Curriculum Studies, 9(2), 30-53.
Cheng, L., & DeLuca, C. (2011). Voices from test-takers: Further evidence for test validation and test use. Educational Assessment, 16(2), 104-122.
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Koch, M., & DeLuca, C. (2011). Narrative case description: An approach to validation in the context of high-stakes assessments. Assessment in Education: Principles, Policy & Practice, Special Issue: High-stakes Assessments, 19(1), 99-116.
Versnel, J., DeLuca, C., Hutchinson, N. L., de Lught, J., & Chin, P. (2011). Work-based education as a pathway to resilience. Journal of Education and Vocational Research, 2(5), 143-153.
Versnel, J., DeLuca, C., Hill, A., Hutchinson, N. L., & Chin, P. (2011). International and national factors affecting school-to-work transition for at-risk youth. Canadian Journal of Career Development, 10(1), 21-31.
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.
Brook, J., Catlin, S., DeLuca, C., Doe, C., Huntly, A., & Searle, M. (2010). Changing conceptions of doctoral education: The PhD as pathmaking. Reflective Practice: International and Multidisciplinary Perspectives, 11(5), 657-668.
Chin, P., DeLuca, C., Poth, C., Astrom, I., Hutchinson, N., & Munby, H. (2010). Enabling youth to advocate for workplace safety. Safety Science, 48, 570-579.
DeLuca, C., & Klinger, D. A. (2010). Assessment literacy development: Identifying gaps in teacher candidates’ learning. Assessment in Education: Principles, Policy & Practice, 17(4), 419-438.
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DeLuca, C., Klinger, D. A., Searle, M., & Shulha, L. M. (2010). Developing a curriculum for assessment education. Assessment Matters, 2, 20-42.
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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.
DeLuca, C., DeLugt, J., Thornton, A., Beyer, W., Hutchinson, N., & Chin, P. (2010). Learning in the workplace: Fostering resilience for disengaged youth. WORK: A Journal of Prevention, Assessment & Rehabilitation, 36, 305-319.
Ogden, H., DeLuca, C., & Searle, M. (2010). Enhancing pre-service teacher education through authentic arts-based learning: A musical theatre experience. Teaching Education, 21(4), 367-383.
DeLuca, C., Poth, C., & Searle, M. (2009). Evaluation for learning: A cross-case analysis of evaluator strategies. Studies in Educational Evaluation, 35, 121-129.
Klinger, D. A., Shulha, L. A., & DeLuca, C. (2009). Teacher evaluation, accountability, and professional learning: The Canadian perspective. Pensamiento Educativo, 43, 209-222.
DeLuca, C. (2008). Issues in including students with disabilities in large-scale assessment programs. Exceptionality Education International, 18(2), 38-50.
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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Christou, T., Davis, J., DeLuca, C., Luce-Kapler, R., & McEwen, L. (2008). The Pedagogy of Hinges. Journal of the Canadian Association for Curriculum Studies, 5(2), 63-89.