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Projects

Collaborative scholarship in assessment, evaluation, and knowledge mobilization

Addressing Systemic Assessment Challenges and Inequities: A Pan-Canadian Study Mobilizing Teacher-led Assessent Innovation

What is this study about? 

The purpose of this study is to analyze teachers’ innovative responses to systemic assessment challenges to develop a model for teacher-led assessment innovation. By adopting a grassroots approach, this research will illuminate how teachers use innovative assessment practices to address systemic challenges.  

 

Why is this study important? 

Educational assessment can be one of the greatest barriers to effective teaching and learning. When done poorly, assessment perpetuates inequities among students from marginalized groups, demotivates learning, negatively impacts students’ mental health, lowers achievement, and heightens school attrition rates. Despite efforts to develop effective assessment policies across Canada, repeated studies show that assessment remains a central barrier for Canadian teachers’ classroom practice, and more importantly, for students’ learning. A primary challenge for assessment in schools is the persistent use of top-down responses to systemic assessment challenges, rather than grassroots approaches while mobilize teacher-led innovation.

 

This project aims to transform assessment from a barrier in Canadian classrooms to a catalyst for enhanced student learning by modelling teachers’ innovative responses to systemic assessment challenges. Results will lead to a more productive assessment future in Canadian schools; one that reduces inequities in learning and benefits all students.

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Where can you learn more?

DeLuca, C., Rickey, N., Coombs, A., LaPointe-McEwan, D. (2023). How ‘grade obsession’ is detrimental to students and their education. The Conversation Canada. https://theconversation.com/how-grade-obsession-is-detrimental-to-students-and-their-education-199980

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This research is supported in part by funding from the Social Sciences and Humanities Research Council.

Project Timeline

YEARS 1-2

Examine current assessment challenges faced by Canadian teachers.

Development, piloting, and administration of a pan-Canadian teacher survey.

YEARS 3-4

Analyze teachers' diverse innovative responses to assessment challenges.

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Explore individual, social, and decisional factors shaping teacher assessment innovation processes.

In-depth case studies of assessment innovators, including classroom observations, interviews, and assessment artifacts.

YEAR 5

Develop and validate a model for future teacher-led assessment innovation

Synthesis of empirical data from years 1-4 and validation via expert panels.

Research Team

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Dr. Christopher DeLuca

Primary Investigator

Professor and Associate Dean

Queen's University

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Dr. Andrew Coombs

Co-Investigator

​Assistant Teaching Professor

Memorial University

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Dr. Danielle LaPointe-McEwan

Co-Investigator

Queen's University

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Nathan Rickey

PhD Candidate

Queen's University

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Michael Holden

PhD Candidate

Queen's University

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Queen’s University is situated on traditional Anishinaabe and Haudenosaunee Territory.

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