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Adelina Valiquette (SSHRC Graduate Fellowship)

Adelina Valiquette is currently a doctoral candidate at the Faculty of Education, Queen's University, in Ontario Canada. Her research focusses on how teachers' differentiate their classroom assessment practices for diverse learners, and how teachers' assessment practices differ across contexts, education levels, and subjects. Adelina draws on a social-cultural view of assessment literacy in which teachers' assessment practices are always shaped by the contexts in which they teach. Adelina's research has been published in Assessment in Education, Teachers College Record, and other journals and books. Adelina has taught both assessment and mathematics curriculum courses to teacher candidates at the faculty and also has 10 years of K-12 teaching experience working in Canada, Korea, and Portugal.  

Andrew Coombs (Joseph-Armand Bombardier CGS Doctoral Scholarship)

My research is focused on how teachers’ beliefs, knowledge, and skills in classroom assessment are shaped by teacher education programs. Prior to the doctoral program, I completed my MEd which examined Canadian teacher educators’ approaches to assessment. If you would like to learn more about my MEd research, you can either listen to me speak or you can read about it. I have been published in Teaching and Teacher Education, Assessment in Education: Principles, Policy & Practice, in addition to several non-education journals including PLOS Genetics, Journal of Medical Genetics, Leukemia, and Blood. Along with serving as project manager, research assistant, or statistician on a number of projects, I am also the Associate Editor at the Canadian Journal for New Scholars in Education. If you would like to learn more about my research, the other studies I am involved in, or the graduate program at the Faculty of Education at Queen’s University, don’t hesitate to contact me.

Amir Rasooli (International Fellowship)

Born and raised in Iran, Amir has completed his BA in English Translation at his hometown Zanjan University and his MA in English Language Teaching at the University of Tehran. Amir has just moved to Canada to pursue his interest in the field of Educational Assessment under the supervision of Dr. Chris DeLuca at Queen’s University, Canada. Amir is currently a first-year PhD student in Education, with funding through an international fellowship provided by Queen’s University. Amir’s research focuses on developing the theory and practice of classroom assessment in general, and framing a conceptualization of fairness in classroom assessment through the lens of a social psychology theory of justice. To this end, Amir and his colleagues conducted a systematic review of fairness in assessment literature and beyond to develop a classroom-centric theory for fairness in classroom assessment (Rasooli, Zandi & DeLuca, 2018). As next steps, Amir will be developing a re-conceptualized construct of classroom assessment fairness through the social psychology theory of justice and begin studying how fairness can be understood and measured empirically within classroom assessment contexts. 

Heather Braund (SSHRC Graduate Fellowship)

I am currently a full time doctoral student at the Faculty of Education. I graduated in 2014 with my Bachelor of Education from Queen's and am OCT certified to teach Primary and Junior students. I hold an Honours Bachelor of Science Degree from Trent University with joint majors in both Psychology and Biology. I have experience conducting quantitative research in breast cancer, aquatic biology, and emergency medicine eye-tracking labs. I gained experience with mixed-methods research through my SSHRC funded M.Ed study titled “Supporting Metacognitive Development in Early Science Education: Exploring Elementary Teachers’ Beliefs and Practices in Metacognition.” My doctoral research is now focused on bridging elementary teachers’ classroom assessment practices with metacognitive development and self-regulated learning behaviours in elementary students. Please feel free to contact me if you have any questions!  

Christine Romain-Tappin (SSHRC Graduate Fellowship)

Through my past experiences as a Register Early Childhood Educator (ECE), an Ontario Certified Teacher (OCT), and an ECE college Faculty member I’ve developed a diverse view of the role of assessment within early years’ environments. As a result, I am now intrigued in discovering the unique view that other educators hold surrounding the intersecting constructs of assessment in play. My research interests include: the assessment practices of educators using a play-based curriculum approach, how educators’ curriculum stance affect assessment and play in the early years, and the collaboration of ECEs and OCTs as educator teams within Kindergarten classrooms.

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David Baidoo-Anu (International Fellowship)

David Baidoo-Anu is currently a PhD in Education student at the Faculty of Education, Queen’s University in Kingston, Ontario Canada. His PhD in Education is funded through international fellowship by Queen’s University, Canada. Born in Ghana, David has completed his Bachelor of Science in Psychology and Master of Philosophy in Educational Measurement and Evaluation at the University of Cape Coast, Ghana. As a part-time lecturer in the Presbyterian University College, Ghana, his enormous interest in research, particularly classroom assessment coupled with his experience has directed him to the Queen’s Assessment and Evaluation Group (AEG). David’s research focuses on Ghanaian teachers’ conceptions and practice of formative assessment, exploring southern Ghana Junior High School teachers’ practice of formative assessment. An exploratory mixed-methods design consisting of two phases will be used in his study. The study seeks to find out Junior High School teachers’ conceptions about formative assessment, how Junior High School teachers’ practice the formative Assessment and also identify challenges Junior High School Teachers face with implementing formative assessment in their schools and to find how formative assessment can be improved among the Junior High School teachers. 

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Nathan Rickey

I am currently in my first year of my Master of Education studies at the Faculty of Education, Queen’s University, Canada. Having developed an early interest in education through teaching Jiu Jitsu and music during my high school years in Kingston, Ontario, I completed my BEd/BMus studies at McGill University, Montreal; upon graduation, I was recognized for making an outstanding contribution to music education as a result of my teaching in the Montreal community, which included co-pioneering an El Sistema music program for children with autism. A desire to teach abroad led me to my current role as a Teacher of English in a state secondary school in Hampshire, UK. During my five years of international teaching, I have developed a deep interest in classroom assessment practices and how they impact my students’ learning; I explored this relationship by leading an action-research group composed of teachers and middle leaders to explore the efficacy of mandated assessment and teaching practices. I want to further pursue my interest in the field of Educational Assessment by collecting empirical evidence for the value and feasibility of classroom assessment practices to inform policy that prioritizes students’ learning and development.​

Suparna Roy (Joseph-Armand Bombardier CGS Doctoral Scholarship)

Somewhere near the end of my 8th year of teaching middle and high school science internationally, I was seized with the suspicion that the subject matter I taught (though stimulating and disarmingly captivating) served as a vehicle for conveying deeper messages of morals and values that I modeled and explicitly articulated. Wanting to probe further into questions of morality and develop burgeoning interests in Indian Vedantic philosophy, I dove into my PhD work of combining elements of karma yoga (or the yoga of selfless action), inquiry-based learning, and service-learning to produce a pedagogy called Learning to Serve through Inquiry (LSI). My research will apply LSI in a middle school context with the intention of drawing out rich narratives to inform learning practices that cultivate selflessness. Additionally, I am currently working on two other projects: one that investigates assessment practices that foster creativity and another that uses developmental evaluation (I am a closet complexivist) to guide improvements for a Queen’s University online learning suite.

Former Graduate Students

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