Christine Doe
Major Field
Cognitive Studies
Minor Field
Curriculum Studies
Contact Information
Email: christine.doe@queensu.ca
Supervisor
Research Interests
- The use of diagnostic language assessments by multiple stakeholders
- Second language curriculum design and evaluation
- Validation of language tests used for additional purposes
- Impact of large-scale assessments on classroom instruction and student learning
- Language teacher training
Biography
Christine Doe is a doctoral candidate at the Faculty of Education, Queen’s University. She first became interested in language assessment issues ten years ago as an English teacher in South Korea, where she was able to observe first-hand the misuse, as well as, the instructional potential of tests. Since then Christine has pursued these issues in her graduate studies at Carleton University, and now at Queen’s University. Her dissertation research examines the diagnostic potential of large-scale tests for English Language Learners studying at university. Christine’s research skills include qualitative and quantitative methodologies ranging from classroom observations, focus-group and individual interviews, verbal protocols, hierarchical regression to factor analysis. Christine is the 2011/2012 chair for the Canadian Association of Language Assessment/L’association canadienne pour l’évaluation des langues.
Other Research
Christine is the program manager for the SSHRC Partnership Development Grant entitled Test Preparation: Does It Enhance Test Performance and English Language Proficiency. In addition, she was awarded a TEACH grant as a principal investigator, with Liying Cheng as co-investigator, to examine the features of the pre-service teachers’ practicum experience that contribute to their theoretical understanding of teaching English Language Learners.
Sample Publications
Doe, C. (2011). The integration of diagnostic assessment into classroom instruction. In Tsagari, D., & Csepes, I. (Eds.), Classroom-based language assessment, Vol 25. pp. 63–76,Language testing and evaluation. Frankfurt, Peter Lang.
Doe, C., Cheng, L., Fox, J., Klinger, D., & Zheng, Y. (2011). What has experience got to do with it? An exploration of L1 and L2 Test takers’ perceptions of test performance and alignment to classroom literacy activities. Canadian Journal of Education. 34(3), 68–85.
Zheng, Y., Klinger, D., Cheng, L., Fox, J., & Doe, C. (2011). Test-Takers’ Background, Literacy Activities, and Their Views of the Ontario Secondary School Literacy Test. Alberta Journal of Educational Research, 57(2), 115–136.
Doe, C., & Fox, J. (2011). Exploring the testing process: Three test takers’ observed and reported strategy use over time and testing contexts. Canadian Modern Language Review, 67(1), 29–54.
Brook, J., Catlin, S., DeLuca, C., Doe, C., Huntly, A., & Searle, M. (2010). Changing perceptions of doctoral education: The PhD as pathmaking.Reflective Practice: International and Multidisciplinary Perspectives, 11(5), 657–668.
J. Fox, M. Wesche, D. Bayliss, L. Cheng, C. Turner, & C. Doe (Eds.). (2007). Language testing reconsidered. Ottawa, ON: University of Ottawa Press.
Courses Taught
- EDST 408: Classroom Assessment Practices, primary/junior
- EDST 428: Teaching English as a Second Language, primary/junior
- PROF 101: Critical Issues in Equity and Exceptionalities (seminar sections)
- PROF 155: Assessment and Evaluation, Intermediate/Senior
- EDUC 895: Qualitative Research Methods (.25)