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Christopher DeLuca,
PhD, AEG Managing Director

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Chris is the Managing Director of AEG. He is an Associate Dean at the School of Graduate Studies, Queen’s University and Professor in Classroom Assessment at the Faculty of Education. Chris leads the Classroom Assessment Research Team. Previously, Dr. DeLuca was an Assistant Professor at the University of South Florida (Tampa, USA) and has worked in the area of policy research in London, England.

Chris’ research examines the complex intersection of curriculum, pedagogy, and assessment as operating within the current context of school accountability and standards-based education. His work largely focuses on supporting teachers in negotiating these critical areas of practice to enhance student learning experiences. In particular, Chris’ research centers on how pre-service and in-service teachers learn to engage the complexities of assessing student learning in relation to the evolving accountability culture in today’s classrooms. 

Chris’ research has been published in national and international journals, and has been recognized through several awards including the Queen’s Faculty of Education Research Excellence Award, the American Educational Research Association (AERA) Outstanding Paper in Classroom Assessment Award, and the R.W. Jackson Award from the Canadian Society for the Study of Education. Further, his research has received continuous funding from the Social Sciences and Humanities Research Council of Canada. Chris has served as Chair of the AERA Classroom Assessment SIG, President of the Canadian Educational Researchers’ Association, and Editor of the Canadian Journal of Education. Chris is currently an Executive Editor for Assessment in Education: Principles, Policy & Practice.

Michelle holds a PhD in curriculum with a focus on assessment and evaluation. She has received the Credentialed Evaluator (CE) designation from the Canadian Evaluation Society and she is also a member of the Ontario College of Teachers (OCT). Michelle has experience leading research and evaluation teams in the fields of education and health. Her research focuses on increasing the usefulness of program evaluation through a focus on collaborative evaluation approaches and innovative forms of knowledge dissemination that enhance capacity within organizations. She is skilled at using complementary methods drawn from qualitative and quantitative approaches to provide strong evidence for the convergence and collaboration of program findings. By using mixed and multiple methods that are often infused with Arts, Michelle gains a deeper understanding of the phenomena under study and uses this knowledge to inform policy, practice and scholarship.

In addition to being a nationally funded scholar, Michelle’s scholarship in the field of evaluation has been recognized with awards from both the American Evaluation Association and Canadian Evaluation Association. As a researcher-practitioner, Michelle has gained experience working at local, national and international levels. At all of these levels, her goal is to promote the systematic inquiry for the purposes of data-informed decision-making.

As a researcher and evaluator, she is guided by two decades of experiences as a classroom teacher in international and local contexts. She also has experience working in Colombia, Spain, Morocco, Sri Lanka, Indonesia, Vietnam, China, and Canada. Across these contexts, she has gained experience working with different forms of curricula including: the Ontario Curriculum, The International General Certificate for Secondary Education, Advanced Placement, and the International Baccalaureate. Michelle has taught across multiple subject areas with large and small groups of learners in traditional, blended and online learning environments.

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