Supervision
Ephraim Nukpetsi
Ephraim Nukpetsi is currently an MEd candidate at the Faculty of Education, Queen’s University in Kingston, Ontario, Canada. Born in Ghana, Ephraim completed his Bachelor of Education in Mathematics at Valley View University, Ghana, and a Master of Education in Measurement and Evaluation at the University of Cape Coast, Ghana. He taught at various Ghanaian basic and senior high schools for nine years and worked as an Assistant Registrar at the West African Examinations Council (WAEC) for four years. Ephraim's research interests, particularly in classroom assessment and large-scale testing, along with his extensive experience, led him to the Classroom Assessment Research Team (CART) and Queen’s Assessment and Evaluation Group (AEG). His research focuses on strategies to motivate self-assessment engagement and appreciation among junior and senior high school students in Ghana. The study aims to explore students’ perceived beliefs in their ability to be successful in self-assessment, its importance and usefulness, and the challenges involved. Additionally, it seeks to identify ways teachers and parental support can help motivate these students to overcome challenges and successfully engage in self-assessment to improve academic performance. Ephraim is open to new ideas and always eager to learn new things.
Laura Shannon
Through my experiences working as an instructor and instructional designer, I have become deeply invested in the psychology of learning and effective teaching and learning practices in higher education. My research interests include authentic assessment, measures of authentic assessment, artificial intelligence (AI) assessment practices, and technology enhanced learning. Through a series of needs analyses, I am interested in navigating assessment solutions that cultivate innovative approaches that involve immersive experiences where both instructors and learners can thrive.
Sumaiya Khanam Chowdhury
Sumaiya Khanam Chowdhury is a PhD student of the Faculty of Education, Queen’s University. Her PhD focuses on how secondary school teachers can support students’ well-being while using classroom assessment. She is doing a comparative case study analysis in Canada and Bangladesh. She examined the “Side effect of Assessment,” a concept of Dr. Derek Rowntree, and found that teachers un/consciously are responsible for some side effects. Currently, she is looking at the SWBM (Student Well-being Model) and PERMA model to construct her work. As Background, she worked as an Assistant Professor at Jagannath University and as an Education Consultant for the National Curriculum and Textbook Board (NCTB) of Bangladesh. She has work experience in Inclusive Education, Inter-generation Education Programs and Education Leadership. Sumaiya completed her Bachelor of Education, Master of Education in Educational Evaluation and Research, Graduate Diploma in Development Students, and Master of Population Science from the University of Dhaka. She also Studied Master of Arts in Education Leadership at the University of Manchester.
Michael Holden (Joseph-Armand Bombardier CGS Doctoral Scholarship)
My research examines how educators in exemplary contexts provoke and assess emergent learning. Specifically, my doctoral research investigates how educators align their assessment practices with teaching and learning for global competencies, including critical thinking, innovation, self-awareness, collaboration, communication, and global citizenship. Fundamentally reframing K-12 curriculum toward these global competencies shifts teaching from the transmission of static disciplinary facts to iterative cycles of emergent learning, where students co-create knowledge and create unexpected solutions to ‘real world’ problems. I am particularly interested in how teachers successfully navigate the challenges of current assessment practices and policies when using approaches to assessment for emergent learning in their classrooms.
Nathan Rickey (Joseph-Armand Bombardier CGS Doctoral Scholarship)
Nathan’s research focuses on how educators can leverage classroom assessment to enhance students’ learning. Drawing on self-regulated learning theories and learning analytics, he examines the cognitive and affective mechanisms of students engaged in self-assessment to support teachers in fostering lifelong learners. His hope to one day model internal self-assessment processes is informed by his work as a high school English teacher wherein he observed self-assessment's central role in empowering agentic learners.
Nicole Leach
Former Graduate Students
David Baidoo-Anu (PhD, 2024)
Jenny Ge (PhD, 2023)
Christine Romain-Tappin (PhD, 2023)
Adelina Valiquette (PhD, 2021)
Ontario elementary school teachers' approaches to mathematics assessment for diverse students
Amir Rasooli (PhD, 2021)
Fairness in classroom assessment: Conceptual and empirical investigations
Andrew Coombs (PhD, 2021)
How early career experiences shape teachers' approaches to classroom assessment
Heather Braund (PhD, 2020)
Exploring the relationship between teachers' formative classroom assessment practices and students' self-regulation in Kindergarten classrooms
Suparna Roy, (PhD, 2020)
A pedagogy of selflessness: a multiple case study exploring the cultivation and expression of student selflessness in an Ontario grade 6 classroom
Agnieszka Chalas (PhD, 2019)
Paintina a portrait of organizational evaluation capacity in the Canadian art museum sector
Murdoch Matheson (PhD, 2019)
An examination of personal financial literacy teaching and learning in Ontario high schools
John Duclos (M.Ed., 2018)
Yukon principals' perceptions of their role and practices in stakeholder engagement for school growth
Andrew Coombs (SSHRC CGS Fellowship) (M.Ed., 2017)
Teacher educators' approaches to assessment
Lalai Abbas (M.Ed., 2016)
Mnemosyne: Narrating a Pakhtun Student's Foreign Curricular Experience
Bing Bai (M.Ed., 2015)
Perception evolution: A study of six Chinese international male students' perceptions toward homosexuality
Jessika Diakun (M.Ed., 2016)
Supporting high performance athletic students balance sport and education: An examination of the teacher’s role
Meaghan Low (M.Ed., 2015)
Cool by my standards: The essence of the expansion of the standard of humanness through the reinterpretation of normativity
Cheng Zhou (M.Ed., 2015)
Examining the alignment of grading policies in the Chinese education system
Paul Vernon (SSHRC CGS Fellowship) (M.Ed., 2014)
State of the arts: Factors influencing Ontario elementary teachers' performing arts instruction