Julie A Corrigan

Biographic Data

ID6619618
NAMEJulie A Corrigan
GIVEN NAMESJulie A
FAMILY NAMECorrigan
SIGNATURECORRIGAN J A
AFFILIATIONSConcordia University
ORCID0000-0003-3304-8150
VERIFIEDYes
TOTAL WORKS5
TOTAL CITATIONS1
WORKS AS AUTHOR5
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2014
LATEST PUBLICATION YEAR2026
H-INDEX1

  • “I would have gone to the original source”

    Open AccessJulie A Corrigan, Elena ForzaniARTICLEComputers in Human Behavior2026

  • What does more and less effective internet evaluation entail

    Open AccessElena Forzani, Julie A Corrigan et al.ARTICLEComputers in Human Behavior2022

  • Reimagining Literacy Assessment through a New Literacies Lens

    Open AccessElena Forzani, Julie A Corrigan et al.ARTICLEJournal of Adolescent & Adult…2020

    Discussions about literacy assessment can often be polarizing for teachers, school administrators, and other stakeholders. Given the diverse and often charged perspectives on assessment within both the profession and the broader public discourse, it can be difficult to engage in productive dialogue about the role that literacy assessment plays in promoting or inhibiting effective models of literacy education. This department provides perspectives…

  • Toward a Meta-Framework for Conducting Mixed Methods Representation Analyses to Optimize Meta-Inferences

    Open AccessJulie A Corrigan, Julie Corrigan et al.ARTICLEQualitative Report2020Cited by: 1References: 8

    The purpose of this article is to propose a meta-framework for conducting what we term mixed methods representation analyses (MMRA). We define MMRA as the appropriate selection of sampling design (i.e., the sampling frame [random] or sampling boundary [purposive]; sampling combination, comprising the mixing dimension [partial/fully], time dimension [concurrent/sequential], emphasis dimension [dominant/equal status], and relationship among/between…

  • A Framework for Using Consequential Validity Evidence in Evaluating Large-Scale Writing Assessments

    David Slomp, David H Slomp et al.ARTICLEResearch in the Teaching of English2014

    The increasing diversity of students in contemporary classrooms and the concomitant increase in large-scale testing programs highlight the importance of developing writing assessment programs that are sensitive to the challenges of assessing diverse populations. To this end, this paper provides a framework for conducting consequential validity research on large-scale writing assessment programs. It illustrates this validity model through a series…