Christopher DeLuca

Assistant Professor, Graduate Faculty

Contact Information
Room: A218
Phone: 613-533-6000 x 77675
Email: cdeluca@queensu.ca

Curriculum Vitae

 

 

Research Interests:

• Pre-service and in-service teacher education in assessment and evaluation
• Integration of classroom assessment across the curriculum to support student learning
• Validity theory in educational assessment, programming, and research
• Contemporary qualitative research methodologies
• Inclusivity, diversity, and equity in education
• Contemporary theories and frameworks of curriculum

Biography

Dr. DeLuca was awarded his PhD in 2010 from Queen’s University at Kingston. His research interests are in the areas of educational assessment, curriculum and inclusivity, and qualitative research methodologies. His work has been published in Assessment in Education: Principles, Policy and Practice, Assessment Matters, Canadian Journal of Education, Canadian Journal of Educational Administration and Policy, and Studies in Educational Evaluation. Specifically, Dr. DeLuca’s research has focused on the following core areas of study:

• Assessment Education: Inquires into how pre-service and in-service teachers learn to engage the complexities of educational assessment in relation to the evolving assessment culture in today’s classrooms. The specific focus of this research is on developing pedagogical and curricular structures to support teachers in navigating the current accountability context of education whist leveraging assessment as a pedagogically beneficial tool to enhance student learning.
• Interpretive Validity Theory:  The purpose of this line of inquiry it to construct a framework to conceptualize and evaluate complex educational program aims. In particular, this research draws on qualitative, interpretive (hermeneutic) methodologies to reposition validity as a useful construct for understanding the coherence between program intentions and program practices.
• Curriculum Theory and Inclusivity in Education: Research on conceptions of inclusivity in education and on the pedagogical and programmatic structures that enable inclusive curricular contexts for students and teachers. Specifically, Dr. DeLuca is interested in facilitating inclusive learning spaces for at-risk youth, students with exceptionalities, and other historically marginalized groups (e.g., LGBT, race).

Recent Publications

DeLuca, C. (in press). Preparing teachers for the age of accountability: Toward a framework for assessment education. Teacher Education Yearbook XXI: A Special Issue of Action in Teacher Education.

DeLuca, C. (in press). Toward an interdisciplinary framework for inclusivity in education. Canadian Journal of Education.

DeLuca, C. (in press). Selecting inclusive teacher candidates: Validity and reliability issues in admission policy and practice. Teacher Education Quarterly.

DeLuca, C. (in press). Promoting inclusivity within teacher education programs. Journal of Education for Teaching: International Research and Pedagogy.

DeLuca, C., Chavez, T., & Cao, C. (in press). Establishing a foundation for valid teacher judgments: The role of pre-service assessment education. Assessment in Education: Principles, Policy and Practice, Special Issue: Moderation Practice and Teacher Judgment.

DeLuca, C., Luu, K., Youyi, S., & Klinger, D. (2012). Assessment for learning in the classroom: Barriers to implementation and possibilities for teacher professional learning. Assessment Matters, 4, 5-29.

Klinger, D. A., Volante, L., & DeLuca, C. (2012). Building teacher capacity within the evolving assessment culture in Canadian Education. Policy Futures in Education, Special Issue: Developing Sustainable Assessment Cultures in School Learning Organisations, 10(4), 447-460.

DeLuca, C. (2011). Interpretive validity theory: Mapping a methodology for the validation of educational assessments. Educational Research, 53(3), 303-320.

DeLuca, C. (2011). The bohemian curriculum: Evolving consciousness, expanding culture. Journal of the Canadian Association for Curriculum Studies, 9(2), 30-53.

Cheng, L., & DeLuca, C. (2011). Voices from test-takers: Further evidence for test validation and test use. Educational Assessment, 16(2), 104-122.

Koch, M., & DeLuca, C. (2011). Narrative case description: An approach to validation in the context of high-stakes assessments.Assessment in Education: Principles, Policy & Practice, Special Issue: High-stakes Assessments, 19(1), 99-116.

Versnel, J., DeLuca, C., Hill, A., Hutchinson, N. L., & Chin, P. (2011). International and national factors affecting school-to-work transition for at-risk youth. Canadian Journal of Career Development, 10(1), 21-31.

DeLuca, C. (2010). The capacity of assessment in arts education. Encounters in Education, Special Issue: Navigating the UNESCO Roadmap for Arts Education: Current Directions in Research and Best Practice, 11, 3-12.

DeLuca, C., & Klinger, D. A. (2010). Assessment literacy development: Identifying gaps in teacher candidates’ learning. Assessment in Education: Principles, Policy & Practice, 17(4), 419-438.

DeLuca, C., Klinger, D. A., Searle, M., & Shulha, L. M. (2010) Developing a curriculum for assessment education. Assessment Matters, 2, 20-42.

Research Spotlight Preparing Teachers for Assessing Student Learning

Professional Affiliations

• Consortium of International Researchers on Classroom Assessment
• Canadian Society for the Study of Education
• American Educational Research Association
• Canadian Educational Researchers’ Association
• Canadian Association of Curriculum Studies
• Canadian Association for Teacher Education
• Florida Educational Research Association
• National Council on Measurement in Education

Courses Taught

• EDST 408 – Elementary Classroom Assessment Practices 
• EDST 409 – Secondary Classroom Assessment Practices 
• PROF 155 – Assessment and Evaluation Module 
• PROF 311 – Critical Issues in Education 
• EDUC 910 – The Traditions of Curriculum 
• EDUC 802 – Contemporary Curriculum Theory