Research

Collaborative scholarship in assessment, evaluation, and knowledge mobilization

It all starts with research

The AEG uses a collaborative model of scholarship to conduct innovative research with the goal of contributing to and disseminating new knowledge in assessment, evaluation, and knowledge mobilization. Our research is directed at promoting learning and improving educational systems through rigours inquiries and contemporary knowledge translation.

Areas of Work

The AEG conducts and supports scholarship in the following areas

Assessment

From student learning to system performance, effective assessments promote and monitor growth. The AEG conducts cutting-edge research into innovative approaches to assessment across educational contexts with an emphasis on building assessment capacity across educators, learners and other key stakeholders.

Program Evaluation

Understanding the impact of an educational program is key to promoting success. Through developmental and collaborative approaches to program evaluation, the AEG both researches effective program evaluation processes as well as conducts program evaluations for clients across sectors.

Knowledge Mobilization

Disseminating and translating knowledge to diverse audiences is essential for productive uptake of research and evidence-informed decision-making. The AEG purposefully explores the latest knowledge mobilization (KMb) strategies to help develop effective KMb plans and platforms.

Measurement

Testing remains central to measuring learning and performance. Drawing on sound psychometric principles, the AEG works to research, develop, and validate measures for various learning outcomes across a variety of contexts (e.g., education, health care, language testing, certification, licensure).

Recent Projects

Approaches to Classroom Assessment Inventory

This SSHRC-funded research develops a tool – the Approaches to Classroom Assessment Inventory – to assess teachers’ approaches to classroom assessment based on contemporary professional standards. Through a series of studies across contexts, this research has contributed to expanding notions of assessment literacy with implications for teacher practice.

Assessing Self-regulation in Play-based Contexts

As part of Dr. Timmons’ previous research (led by Drs. Janette Pelletier and Carl Corter) the Child Observation Framework (COF) was developed as a tool for researchers to analyze and examine children’s self-regulation and play behaviour. Using the COF, 10-minute observations (running records) are carried out during four classroom contexts: educator-led whole-group time, small group time, transitions between activities and child-chosen free-play time.

What’s in a Grade? A Multiple Perspective Validity Study on Grading Policies, Practices, Values, and Consequences

The current global trend towards globalization, immigration, and internationalization of schools and universities has led to the increased use of grades across learning cultures. However, very little is known about cultural differences that contribute to the construction, valuing, and consequences of grading practices. The purpose of this study is to investigate the validity of grades by examining the values and consequences of teachers’ grading practices in two distinct learning cultures: Canada and China.

Program Evaluation for the Provincial Outreach Program for Fetal Alcohol Spectrum Disorder (POPFASD)

The overarching goal of this objectives-based program evaluation is to evaluate the effectiveness of the Provincial Outreach Program for Fetal Alcohol Spectrum Disorder (POPFASD) in preparing educators in British Columbia (BC) to support students with Fetal Alcohol Spectrum Disorder (FASD).

Teaching Teams in Kindergarten: Comparing Educator Expectations in Kindergarten

The purpose of this research is to explore the factors that contribute to the formation of educator expectations in full-day play-based Kindergarten in Ontario. This study examines reports from Early Childhood Educators (ECEs) and teachers on their teaching beliefs, roles, teaching practices, and interactions that support students in meeting curriculum expectations.

Examining Kindergarten Policies and Practices to Foster Self-regulation

Guiding this study are 3 objectives: 1) to examine the ways self-regulation skills are defined and promoted in policy and practice documents in Canada; 2) to compare this practice-oriented conceptualization of self-regulation with theoretical models of self-regulation, and 3) to develop and disseminate recommendations based on improving clarity in understanding what self-regulation is and how best to foster it in early years contexts.

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