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


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.


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

Impact of the Ontario Secondary School Literacy Test (OSSLT) on Second Language Students

The purposes of the SSHRC-funded study are of three folds: 1) examine ESL/ELD students’ OSSLT performance; 2) investigate the potential influence of OSSLT on the learning of this group of students; and 3) explore the factors that contribute to or impede ESL/ELD students’ OSSLT performance and their academic success in Ontario secondary schools.

Research into a Collaborative Approaches to Evaluation as a Mechanism for Supporting System Level Thinking and Data-Informed Decision Making in Education

This multi-year project involves an ongoing collaboration between university-based evaluator-researchers with school district leaders, educators, and community partners in the pursuit of continuous improvement and ongoing data-informed decision making in education.

A Multi-year Developmental Evaluation of the Knowledge Network for Applied Education Research

This mixed methods evaluation measures partnership indicators and brokering functions within four provincial research-practice-policy networks (Math, Well-Being, Equity, and Indigenous Knowledge). The research involves a six-phase, mixed-methods design that targets Ontario Ministry of Education supported KNAER initiatives and knowledge networks across the province.

Increasing Capacity to Mobilize and Apply Research Knowledge in the Ontario Education System

This study convenes multi-stakeholder panels of researchers, intermediaries, policymakers and practitioners to a) determine three focus areas for KMb efforts (such as mental health, special education, equity, or strategic planning), b) suggest existing research-based products, and c) create tailored KMb tools and resources for different educational practitioners in these focus areas.

Accountability of English-language Proficiency Testing for Immigrants to Canada

The purpose of this mixed-methods study is to assess the suitability of the Pearson Test of English (PTE) Academic to assess English-language proficiency of potential immigrant by Immigration, Refugees, & Citizenship (IRC) Canada.

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.