Christopher Deluca
Datos Biográficos
| ID | 2107684 |
|---|---|
| NOMBRE | Christopher Deluca |
| NOMBRES | Christopher |
| APELLIDO | Deluca |
| FIRMA | DELUCA C |
| AFILIACIONES | Queen's University |
| ORCID | 0000-0001-5962-0827 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 46 |
| TOTAL DE CITAS | 35 |
| TOTAL COMO AUTOR | 46 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2009 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 4 |
Assessment in service of students
Report cards and student learning
Educational assessment in Canada revisited
This article provides an overview of Canada’s decentralised education systems and describes recent changes in provincial, national, and international large-scale assessment programmes. We focus our analysis on the last 17 years to describe notable developments in policy and practice across Canada’s 10 autonomous provincial jurisdictions and 3 territories. The discussion examines the continued tensions that exist between formative and summative pu…
Assessment ecosystems
Mapping the landscape of AI-driven feedback in education
Introduction Artificial intelligence (AI) is increasingly used in educational contexts to support learning, assessment, and instructional decision-making, particularly through automated feedback. While AI-generated feedback offers scalability, the rapid growth of this work has produced a fragmented empirical literature that warrants a scoping review. Method We conducted a scoping review following the PRISMA guidelines. A systematic search of ProQ…
The AI 3 Model
The evolution of machine learning and large language models (commonly referred to as “artificial intelligence” [AI]) presents both opportunities and challenges for teaching and learning across K–12 and higher education contexts globally. Among the most pressing concerns is that these tools can undermine the integrity of student assessment and evaluation systems. This article investigates this timely issue by examining the intersections between AI…
Advancing e-assessment for learning in the primary EFL writing classroom
While research on teacher implementation of e-assessment for learning (E-AfL) in EFL writing is conducted increasingly at the tertiary level, the scope of research on primary teachers’ E-AfL in writing is limited, particularly regarding how teacher professional learning influences their actual practices. The study moves along this line of inquiry and investigates the impact of a year-long collaborative teacher professional learning opportunity on…
Do students perceive assessment differently? Exploring the diverse ways students conceive assessment and its impact on their assessment experiences and engagement
This study is part of a larger dissertation that examined the assessment culture within Ghana’s education system. This paper specifically investigates the diverse conceptions of assessment held by students and how these perceptions shape their learning-related behaviours and assessment experiences. In total, 405 junior high school (Grades 7–9) and senior high school (Grades 10–12) students responded to the Students’ Conceptions of Assessment Inve…
International trends in the implementation of assessment for learning revisited
This paper discusses the evolution of assessment for learning (AfL) across the globe with particular attention given to Western educational jurisdictions. Scholars from Australia, Canada, Ireland, Israel, New Zealand, Norway, and the United States discuss prominent assessment reforms within their respective countries over the last decade. Particular attention is given to the impact of the pandemic as well as technological developments for classro…
From challenge to innovation
We are at a critical moment for assessment in schools. Teachers are called to navigate advances in classroom assessment research, top‐down assessment policies, and lingering effects of the COVID‐19 pandemic on teaching and learning. Embedded in this context are also systemic challenges to teachers’ assessment practice. This paper analyses these challenges to characterise the current context for teachers’ assessment work and considers teachers’ in…
Understanding the diverse ways teachers approach classroom assessment in an examination-oriented educational system
Meeting the Employment Needs of Marginalized Youth
The Youth Job Connection program in Ontario, Canada is designed to help multi-barriered youth transition into the workforce. As part of an evaluation of the program, a review of comparable employment programs in Canada and similar English-speaking countries was conducted, which involved 57 national and 36 international programs. The purpose of the review was to identify promising programs and explore how they support the successful transition of …
Mediating teachers’ assessment work
The rise and stall of standards-based reform
The promotion and measurement of standards in compulsory education systems has been a prominent feature of Western education systems for centuries. But the COVID-19 pandemic and the rise of artificial intelligence (AI) have made the limits of current standards-based approaches to assessment more evident. Louis Volante, Don A. Klinger, and Christopher DeLuca discuss the importance of both cognitive and non-cognitive skills for the future success o…
Evidence of teacher assessment work and its relationship to their assessment identity
This article presents evidence of teachers’ assessment work to further understandings of the notion of teacher assessment identity. Data are drawn from transcripts of fourteen teacher meetings involving forty Australian middle-school teachers. Using discourse analysis, we examine teacher talk of their assessment practices to distil underlying influences on collective and personal decisions and actions. Results reveal three main influences on asse…
How hermeneutics can guide grading in integrated STEAM education
Addressing calls to develop assessment theories for integrated teaching and learning, we propose an evidence‐informed perspective on grading in Science, Technology, Engineering, Arts and Mathematics (STEAM) education. We leveraged a qualitative collective case study design to generate rich profiles of three exemplary STEAM teachers' grading approaches and practices. Data sources included semi‐structured interviews and artefacts of teachers' instr…
Accessibility in assessment for learning
Assessment for learning (AfL) practices in secondary schools are intended to help learners understand what expert performances in disciplines look like, and then apply this understanding to their own learning and assessment performances. Common AfL practices such as sharing criteria for success through rubrics and students using them to interrogate exemplars and give feedback rely heavily on the students’ language and attention. Students need to …
Beginning teacher candidates’ approaches to grading and assessment conceptions—implications for teacher education in assessment
Toward a Praxis-Oriented Understanding of Student Self-Assessment in STEAM Education
While researchers have begun to develop theories of assessment to support integrated learning within Science, Technology, Engineering, Arts and Mathematics (STEAM) education, the role of student self-assessment (SSA) – a core aspect of classroom assessment – has been understudied. The purpose of this research was to develop an initial praxis-oriented understanding of how exemplary STEAM educators provoke SSA in integrated learning. Through an in-…
Leveraging AI to enhance learning
Artificial Intelligence (AI) technologies, such as ChatGPT, have ushered in a new digital era that presents formidable challenges related to cheating and plagiarism in the classroom. Although many school systems have reacted by banning AI language models and related applications, these technologies present opportunities to leverage formative assessment practices to enable students to demonstrate more complex and valued learning outcomes. Using th…
Examining School Principals' Conceptions of Assessment and Grading Practices
Principals play a key leadership role in school effectiveness and student success; however, one area that has received relatively little attention so far is principals’ embedded understanding of assessment and grading within the educational context where they work. We examined 141 Chinese school principals’ conceptions of assessment and grading practices using a survey research design. Our results indicated that principals viewed summative assess…
Conceptions of classroom assessment and approaches to grading
Classroom assessment and grading play central roles in education, with important impacts on teachers and students. This study examined the interactions between Canadian teachers’ and students’ conceptions of assessment and approaches to grading. 219 teachers and students completed a survey with two scales: Teachers’ Conceptions of Assessment (TCOA) and Teachers’ Approaches to Grading (TAG). Factor analysis of the TCOA scale showed four factors: a…
Chinese teachers’ approaches to classroom assessment
Nurturing student creativity through assessment for learning in music classrooms
This article reports research that identified and analyzed assessment for learning strategies employed by six Canadian music educators to support and develop student creativity. Findings include descriptions of creativity-nurturing practices organized into four categories: (a) developing assessment criteria, (b) encouraging creative processes, (c) optimizing the classroom context, and (d) activating self-assessment. Results include detailed descr…
Learning Through Tensions
The Current State of Assessment Education
In response to the existing accountability movement in the United States, a plethora of educational policies and standards have emerged at various levels to promote teacher assessment competency, with a focus on preservice assessment education. However, despite these policies and standards, research has shown that beginning teachers continue to maintain low competency levels in assessment. Limited assessment education that is potentially misalign…
Systemic professional learning through collaborative inquiry
Conceptions of classroom assessment and approaches to grading
Classroom assessment and grading play central roles in education, with important impacts on teachers and students. This study examined the interactions between Canadian teachers’ and students’ conceptions of assessment and approaches to grading. 219 teachers and students completed a survey with two scales: Teachers’ Conceptions of Assessment (TCOA) and Teachers’ Approaches to Grading (TAG). Factor analysis of the TCOA scale showed four factors: a…
A person-centered analysis of teacher candidates’ approaches to assessment
Connecting kindergarten teachers’ play-based learning profiles and their classroom assessment practices
From challenge to innovation
We are at a critical moment for assessment in schools. Teachers are called to navigate advances in classroom assessment research, top‐down assessment policies, and lingering effects of the COVID‐19 pandemic on teaching and learning. Embedded in this context are also systemic challenges to teachers’ assessment practice. This paper analyses these challenges to characterise the current context for teachers’ assessment work and considers teachers’ in…
Toward a pedagogy for slow and significant learning about assessment in teacher education
An assessment of personal financial literacy teaching and learning in Ontario high schools
The purpose of the study was to examine the experiences of current high school students and teachers in Ontario regarding their experiences with personal financial curriculum and teaching at the secondary level, and to identify the ways in which this important educational experience may have helped prepare students to become financially literate. We considered this overarching issue using a transdisciplinary lens from the perspective of the three…
Students’ critical incidents of fairness in classroom assessment
Cultivating reflective teachers
In this article, we look at three teacher education programs across three countries—Australia, Bhutan, and Canada—to examine how reflection is cultivated in pre-service teachers (also referred to as teacher candidates) through a pedagogy of self-assessment. We begin from the premise that a cornerstone of effective teaching is the capacity of an educator to reflect on their practice and to use their reflections for professional growth and developm…
The role of technology in supporting classroom assessment in play-based kindergarten
Changing approaches to classroom assessment
Reconceptualizing Elementary Preservice Teacher Education
The majority of teacher education programs in North America require elementary-teacher candidates to complete separate courses in curriculum subject areas. This model to teacher education limits candidates’ readiness to engage in interdisciplinary teaching and focuses preservice curriculum on content-specific pedagogies rather than on general, developmentally appropriate pedagogical practices. The purpose of this study was to explore an alternati…
Evaluation for learning
Putting testing researchers to the test
The Current State of Assessment Education
In response to the existing accountability movement in the United States, a plethora of educational policies and standards have emerged at various levels to promote teacher assessment competency, with a focus on preservice assessment education. However, despite these policies and standards, research has shown that beginning teachers continue to maintain low competency levels in assessment. Limited assessment education that is potentially misalign…
Reconceptualizing Elementary Preservice Teacher Education
The majority of teacher education programs in North America require elementary-teacher candidates to complete separate courses in curriculum subject areas. This model to teacher education limits candidates’ readiness to engage in interdisciplinary teaching and focuses preservice curriculum on content-specific pedagogies rather than on general, developmentally appropriate pedagogical practices. The purpose of this study was to explore an alternati…
Ipsative assessment
Teacher assessment literacy
Systemic professional learning through collaborative inquiry
Re-conceptualizing classroom assessment fairness
Changing approaches to classroom assessment
Assessment mindset
Students’ critical incidents of fairness in classroom assessment
The role of technology in supporting classroom assessment in play-based kindergarten
A person-centered analysis of teacher candidates’ approaches to assessment
Teachers’ grading decisions and practices across cultures
Grades are the dominant currency that enables student migration patterns; in particular, the recent upsurge of Chinese students studying and settling in Canada. Given the use of grades for student promotion, mobilization, and admission into educational programs internationally, there is an urgent need to understand the validity of grades across learning contexts. This study explored 35 Canadian and Chinese secondary school teachers’ grading decis…
An assessment of personal financial literacy teaching and learning in Ontario high schools
The purpose of the study was to examine the experiences of current high school students and teachers in Ontario regarding their experiences with personal financial curriculum and teaching at the secondary level, and to identify the ways in which this important educational experience may have helped prepare students to become financially literate. We considered this overarching issue using a transdisciplinary lens from the perspective of the three…
A Model for Assessment in Play-Based Kindergarten Education
Kindergarten teachers face the challenge of integrating contemporary assessment practices with play-based pedagogy. The current study addresses this challenge by presenting a kindergarten assessment framework rooted in theory and current classroom practices, based on teacher interview and observational data collected in 20 kindergarten classrooms. Ten teachers subsequently participated in extended observations and video elicitation interviews. Re…
Exploring Formative Assessment and Co-Regulation in Kindergarten Through Interviews and Direct Observation
Formative assessment practices have been theoretically connected to the development of self-regulation with mounting empirical evidence. Co-regulation is the process whereby a more capable individual (e.g., teacher or peer) attunes the behaviours, emotions, or cognitive processes of an individual (a student) to align with goals or expectations and is being recognized as a strategy for developing self-regulation. Formative assessment practices may…
Unlocking the potential of STEAM education
While integrated STEAM education has been shown to support the cultivation of critical global competencies, teachers have identified classroom assessment as a key barrier to facilitating integrated learning. This research investigated how exemplary teachers navigated classroom assessment challenges and practices within integrated STEAM education contexts. Employing an in-depth qualitative design, this study drew on data from interviews with 14 ex…
Toward a pedagogy for slow and significant learning about assessment in teacher education
Chinese teachers’ approaches to classroom assessment
Nurturing student creativity through assessment for learning in music classrooms
This article reports research that identified and analyzed assessment for learning strategies employed by six Canadian music educators to support and develop student creativity. Findings include descriptions of creativity-nurturing practices organized into four categories: (a) developing assessment criteria, (b) encouraging creative processes, (c) optimizing the classroom context, and (d) activating self-assessment. Results include detailed descr…
Learning Through Tensions
Cultivating reflective teachers
In this article, we look at three teacher education programs across three countries—Australia, Bhutan, and Canada—to examine how reflection is cultivated in pre-service teachers (also referred to as teacher candidates) through a pedagogy of self-assessment. We begin from the premise that a cornerstone of effective teaching is the capacity of an educator to reflect on their practice and to use their reflections for professional growth and developm…
Connecting kindergarten teachers’ play-based learning profiles and their classroom assessment practices
Accessibility in assessment for learning
Assessment for learning (AfL) practices in secondary schools are intended to help learners understand what expert performances in disciplines look like, and then apply this understanding to their own learning and assessment performances. Common AfL practices such as sharing criteria for success through rubrics and students using them to interrogate exemplars and give feedback rely heavily on the students’ language and attention. Students need to …
Psychology (39 obras) · Mathematics education (34 obras) · Pedagogy (33 obras) · Student Assessment and Feedback (30 obras) · Sociology (17 obras) · Computer Science (16 obras) · Teacher Education and Leadership Studies (15 obras) · Political science (13 obras) · Reflective Practices in Education (13 obras) · Formative assessment (12 obras)