Faculty of Education

Faculty of Education
Faculty of Education

Assessment & Evaluation Group

  • Assessment & Evaluation Group Fall 2019

    Fall Social 2019 

  • Attendees of the 2016 annual group meeting

    Fall Social 2016 

  • AEG Faculty and Students at the Annual Spring Social

    Spring Social 2016

  • Heather Braund and Dr. Christopher DeLuca

    Heather Braund and Dr. Christopher DeLuca, 2016

  • Four graduates at the fall 2016 convocation

    Fall Convocation 2016

  • The Canadian Assessment for Learning Network (CAfLN) Conference Planning Team

    AEG’s 15th Anniversary at the CAfLN conference, 2016

  • Group of Graduates at Fall Convocation 2016

    Fall Convocation 2016

  • Dr. Chi Lam and Dr. Lyn Shulha

    Dr. Chi Lam and his supervisor Dr. Lyn Shulha, 2016

  • Four graduate students at convocation

    Graduate students: lifelong colleagues and friends, 2016

  • Dr. Chi Lam receiving the Agnes Benedickson Tricolour Award

    Dr. Chi Lam receives the Agnes Benedickson Tricolour Award, 2016

  • Cake celebrating the 15th anniversary of the Assessment and Evaluation Group

    AEG Celebration Cake at 15th Anniversary, 2016

  • Letters AEG written in the sand on a beach

    Student captures AEG in the sand at LTRC, 2010

  • AEG student presenting their research to community member

    PhD student Agnieszka Chalas sharing her research with Dr. Lyn Shulha, 2016

Follow us @AEGQueens


Learn More about Us on Our Website

Assessment and Evaluation Group (AEG) faculty members and graduate students engage in collaborative research in assessment, evaluation, measurement, and knowledge mobilization. AEG operates in many educational contexts, with a wide variety of stakeholders, using multiple and mixed methods of inquiry. We operate from the premise that high-quality assessment and evaluation is the foundation for meaningful evidence-informed decision-making.

AEG was established in 2002 and continues to use a mentorship model of scholarly development. Projects are conducted with the goal of contributing to and disseminating new knowledge while building the practical and research capacities of graduate students through internship opportunities. All our inquiry is directed at promoting learning and improving educational programs.

AEG offers courses at the undergraduate and graduate levels, including a PhD in Education program with a concentration in Assessment and Evaluation. A list of our courses can be found below.

AEG provides consulting services in the following areas:

  • Assessment Practices: build instruments; analyze test data; advise educational organizations on assessment programs.
  • Classroom Practices: support collaborative professional learning; integrate assessment into teaching and learning.
  • Program Evaluation: program development; program improvement; program review.
Faculty Directors
Liying ChengCheng, Liying
Director of Assessment and Evaluation Group
Christopher DeLucaDeLuca, Christopher
Managing Director of Assessment and Evaluation Group
Associate Faculty Members
Founding and Former Members
Don KlingerKlinger, Don
Bob WilsonWilson, Robert 
Current Graduate Students
  • Anderson, Reed (M.Ed.)
  • Armstrong, Christine (Ph.D.)
  • Baidoo-Anu, David (PhD)
  • Bettney, Esther (PhD)
  • Bruce-Lepage, Celine (M.Ed.)
  • Bozek, Emma (PhD)
  • Carbone, Katrina (PhD)
  • Colonne Appuhamilage, Uvini (M.Ed.)
  • Dai, Chenyu (M.Ed.)
  • de Vries, Ingrid (PhD)
  • Elder, Alexa (M.Ed.)
  • Ge, Jenny (PhD, SSHRC Fellowship)
  • Green, Natalie (M.Ed.)
  • Gua, Jia (PhD)
  • Holden, Michael (PhD, SSHRC Fellowship)
  • Hughes, Jennifer (PhD)
  • Jabeen, Rubaiyat (PhD)
  • Katsoulas, Eleni (PhD)
  • Mak, Cheryl (M.Ed.)
  • McLeod, Melissa (PhD)
  • Mendes, Bernadette (M.Ed.)
  • Mullins, Michelle (M.Ed.)
  • Rasooli, Amir (PhD)
  • Rickey, Nathan (Ph.D., SSHRC Fellowship)
  • Romain-Tappin, Christine (PhD, SSHRC Fellowship)
  • Salem, Deena (M.Ed.)
  • Sharp, Elizabeth (M.Ed., SSHRC Fellowship)
  • Shaheen, Sharmina (M.Ed.)
  • Tucker, Megan (M.Ed.)
  • Valiquette, Adelina (PhD, SSHRC Fellowship)
  • Wang, Peiyu (PhD)
  • Wang, Zemei (Jasmine)
  • Worthington, Paisley (PhD)
  • Wright, Alex (M.Ed.)
  • Xu, Han (PhD)
  • Yahia, Leena (PhD)
  • Yan, Wei (PhD, SSHRC Fellowship)


  • Abbas, Lalai (M.Ed., 2016)
  • Alken, Barb (M.Ed., 2004)
  • Babcock, Michelle S. (M.Ed., 2006)
  • Bartlett, Maureen (M.Ed., 2009)
  • Battista, Adam (M.Ed., 2014)
  • Bettney, Esther (M.Ed., 2015) (Thesis in Education Prize)
  • Bojarski, Stefanie (M.Ed., 2016)
  • Bourne, Tom (M.Ed., 2007)
  • Bulbeck, Anne-Marie (M.Ed., 2016)
  • Brunette, Jane (M.Ed., 2005) (Canada Graduate Scholarship)
  • Burrow, Jeff (M.Ed., 2010)
  • Carbone, Katrina (M.Ed., 2021)
  • Carlyon, Sarah (M.Ed., 2019)
  • Chalas, Agnieszka (PhD, 2019) (SSHRC Graduate Fellowship) 
  • Chamberlain, Sue (M.Ed., 2014)
  • Chapman, Allison (PhD, 2017) 
  • Cimellaro, Luigia (M.Ed., 2005)
  • Connelly, Margaret (M.Ed., 2009)
  • Coombs, Andrew (M.Ed., SSHRC CGS Fellowship, 2017) 
  • Coombs, Andrew (Ph.D., SSHRC Fellowship, 2021)
  • Cui, Lin (M.Ed., 2004)
  • David, Voila (M.Ed., 2018)
  • Davidson, Lindsay (M.Ed., 2009)
  • de Lira e Silva, Taciana (M.Ed., 2014)
  • DeLuca, Christopher (M.Ed., 2005, Ph.D., 2010) (SSHRC Graduate Fellowship) 
  • Delvecchio, Francine (M.Ed., 2011)
  • DeVries, Ingrid (M.Ed., 2012)
  • Diao, Junli (M.Ed., 2004)
  • Doe, Christine (PhD, 2013) (Ontario Graduate Scholarship)
  • Duclos, John (M.Ed., 2017)
  • Flynn, Leslie (M. Ed., 2015)
  • Forrest, Marsha (M.Ed., 2004)
  • Gao, Lingyun (M.Ed., 2002)
  • Gibson, Michelle (M.Ed., 2013)
  • Hamacher, Jeffrey (M.Ed., 2007)
  • Hao, Yaqi (M.Ed., 2018)
  • Harding, Brittany (M.Ed., 2016)
  • Huang, Jinyan (PhD, 2007) (SSHRC Graduate Fellowship)
  • Im, Gwan-Hyeok (PhD, 2019)
  • Katsoulas, Eleni (M.Ed., 2013)
  • Knarr, Dana (M.Ed., 2012) (Queen’s 3MT First Place – 2012)
  • Lam, Chi Yan (PhD, 2016)
  • LaPointe-McEwan, Danielle (PhD, 2018) (SSHRC CGS Graduate Fellowship)
  • Lee, Mark (PhD, 2002)
  • Li, Jia (Postdoc Fellow, 2010)
  • Liu, Xiaoqian (M.Ed., 2013) (Queen’s 3MT First Place – 2013)
  • Lock, Cinde (PhD, 2002)
  • Love, Alex (2017) 
  • Lu, Yang (M.Ed., 2003)
  • Luhanga, Ulemu (SSHRC CGS Graduate Fellowship) (Ph.D., 2015)
  • Luu, King (Ph.D., 2015) (SSHRC Graduate Fellowship) 
  • Ma, Jia (PhD, 2017) 
  • MacKenzie, Jennifer (M.Ed., 2014)
  • McEwen, Laura (PhD, 2013)
  • McLagan, Steve (M.Ed., 2007)
  • McMaster, Jennifer (M.Ed., 2003)
  • Mei, Yi (Ph.D., 2016) (TIRF doctoral dissertation award) 
  • Merchant, Stefan (PhD, 2018)
  • Miller, Tess (M.Ed., 2004, PhD, 2009) (Ontario Graduate Scholarship)
  • Mills, Adam (M.Ed., 2013)
  • Milnes, Terry (M.Ed., 2005)
  • Mitri, Mino (M.Ed., 2015)
  • Nam, Jason (M.Ed. 2017)
  • O’Donnell, Erin (PhD, 2007)
  • Pero, Elizabeth (M.Ed., 2013)
  • Petrick, Bob (M.Ed., 2005)
  • Poth, Cheryl (PhD, 2008)
  • Putos, Joseph (M.Ed., 2009)
  • Quantick, Robin (M.Ed., 2007)
  • Reid, Ann-Marie (M.Ed., 2010)
  • Rich, Jessica (M.Ed., 2015) (SSHRC CGS Graduate Fellowship, Ontario Graduate Scholarship)
  • Rich, Jessica (Ph.D, 2019)
  • Rickey, Nathan (M.Ed., SSHRC Fellowship, 2021)
  • Roy, Suparna (M.Ed., 2007)
  • Roy, Suparna (PhD, 2019; SSHRC Graduate Fellowship)
  • Saab, Hana (PhD, 2009) (SSHRC CGS Graduate Fellowship)
  • Searle, Michelle (PhD, 2013)
  • Sebok, Stefanie (PhD, 2015) (SSHRC CGS Graduate Fellowship) 
  • Sheahan, Guy (MEd, 2018)
  • Shulha, Jason (PhD, 2017)
  • Soibelman, Chloe (M.Ed.,2006) (Ontario Graduate Scholarship)
  • Song, Xiaomei;(M.Ed., 2004, PhD, 2014) (Spaan Research in Language Assessment, Ontario Graduate Scholarship)
  • Sowat, Nang Saluna Wong (M.Ed., 2013)
  • Stewart, Rachel (M.Ed., 2016)
  • Stanbury, Hanna (M.Ed., 2009)
  • Strucchelli, Alison (M.Ed., 2009)
  • Sultana, Nasreen (PhD, 2019)
  • Suppa, Christopher (MEd, 2019)
  • Sun, Youyi (PhD, 2016) 
  • Tasker, Tara (M.Ed., 2004)
  • Valiquette, Adelina (M.Ed., 2015) (SSHRC CGS Graduate Fellowship) 
  • Van Melle, Elaine (PhD, 2005)
  • Wakegijig, John (M.Ed., 2005) (Thesis in Education Prize)
  • Wang, Hong (PhD, 2006) (SSHRC Graduate Fellowship)
  • Wang, Xiaoying (M.Ed., 2003)
  • Wigle, Robert (M.Ed., 2004)
  • Wong, Queenie Chi Wah (M.Ed., 2012)
  • Woods, Judy (PhD, 2017)
  • Yan, Wei (M.Ed., 2014)
  • Yan, Yan (PhD, 2021)
  • Yu, Ying (M.Ed., 2005)
  • Zhang, Li (M.Ed., 2005)
  • Zhao, Jing (M.Ed., 2006)
  • Zheng, Xing (M.Ed., 2018)
  • Zheng, Ying (M.Ed., 2005, Ph.D., 2010) (SSHRC CGS Graduate Fellowship)
  • Zhou, Cheng (M.Ed., 2015)
  • Zolnierczyk, Asia (M.Ed., 2016)
  • Zyuzin, Anna (M.Ed., 2012)
Visiting Research Students and Scholars

Visiting Students 

  • Marisol Alvarex Cisternas (Fall 2017) Decanda, Universidad Catolica Silva Henriquez, Santiago, Chile
  • Tahereh Firoozi (2017), Doctoral Candidate, Shahid Chamran Univeristy of Ahaz, Iran
  • Jian Xu (Winter 2017), Doctoral Candidate, Chinese University of Hong Kong
  • Muhammad Yaqoob (Winter 2017) Doctoral Candidate, Northern University Nowshera, Pakistan​
  • Manxia Dong (Fall 2015), Doctoral Candidate, Shanghai International Studies University
  • Luna Yang (Fall 2015), Doctoral Candidate, Beijing Normal University
  • Flávia Juliana de Sousa Avelar (Fall 2014), Doctoral Candidate, Unicamp in Campinas São Paulo, Brizil Canada-Brazil Awards - Joint Research Projects

Visiting Scholars 

  • Raphaël Pasquini (Fall 2019 to Summer 2020) Professor of Education, Haute École Pédagogique (HEP)
  • Grace Scoppio (Summer 2017 - Summer 2018) Associate Professor, Royal Military College of Canada
  • Tao Xiong (Fall 2017-Summer 2018) Guangdong University of Foreign Studies, School of English and Education
  • Weiqiang Wang (Spring/Summer 2016), Associate Professor at the School of English for International Business, Guandong University of Foreign Languages 
  • ​Hongling Li (Fall-Winter, 2015-2016) Lecturer, Chongqing University
AEG Courses

Undergraduate Courses

FOUN 101 – Foundations of Assessment

This course introduces teacher candidates to the foundations of classroom assessment and evaluation. Students will engage in examining assessment theory, policy, and practice in relation to the current context of contemporary schooling. Emphasis will be placed on the intersection of assessment practices and principles of teaching and learning. Specifically, topics related to assessment for learning and assessment of learning will be covered in addition to assessment design and principles for fair student assessment.

EDST 210 – Understanding Classroom Assessment & Evaluation

With the current accountability framework of K-12 education, teachers are required to use assessments to monitor and inform student learning, guide their instruction, and communicate student achievement. This course explores the complexities of enacting assessment policies and theories within contemporary teaching contexts. Varying philosophies and approaches to classroom assessment are explored with consideration for their pedagogical value. In addition, systemic assessment structures are examined to understand the impact and function of regional and provincial evaluation systems on teaching, learning, and policy decision-making. This course will provide teacher candidates with theoretical and philosophical positions from which to enact sound – reliable, valid, and fair – assessment practices.

FOCI 210 – Assessment & Evaluation Practices in the Classroom

Assessment is a central component of teaching and learning within elementary and secondary classrooms. Current mandates require teachers to integrate assessment throughout their instruction to support, monitor and communicate student learning. In this course, teacher candidates will learn how to develop and use assessment to promote student learning within a positive classroom culture. Specifically, candidates will learn about Ministry policies, rubrics, feedback mechanisms, observations, portfolios, testing (i.e., teacher-made and EQAO) as well as peer-, self-, and collaborative-assessment. Throughout the course, candidates will link assessment practices to learning theories and to their evolving pedagogical approach. By the end of the course, candidates should be able to engage in professional discussions and decision-making related to assessment and student learning. This course will fundamentally strengthen the candidates’ approach to teaching by connecting together educational and assessment theory, philosophy, and practice.

Undergraduate Academic Calendar

Graduate Courses

EDUC 809 – Assessment of Student Growth and Achievement

This course will address basic practices, procedures, and reporting of student assessment as these apply to students, classrooms, and schools. Principles of sound teacher-made and standardized assessments of student growth and achievement will be the major topics studied.

EDUC 827 – Measurement in Learning

This course focuses on the principles of instrument development, use, and analyses for the measurement of educational outcomes and constructs. Course topics will include survey and test development, factor analysis, reliability, and validity.

EDUC 828 – Topics in Program Evaluation

Determining the merit of educational programs requires that there be a fit between the needs and intentions of the program and the theoretical foundation guiding the evaluation. Students in this course will examine competing theoretical models of evaluation and be able to argue for their uses in particular program contexts. Not offered 2019-20.

EDUC 840 – Educational Assessment

Current theories and practices in generating and interpreting student assessment data are changing the way we measure achievement and learning.  Using such data obtained from classrooms, schools, school boards, provincial, national and internal assessment programs, this course explores the use and impact of these evolving theories and practices. Fall; L. Cheng. PRE-REQUISITE EDUC-892* or equivalent and EDUC-827* or equivalent. 

EDUC 841 – Perspectives on Program Evaluation

Expanding purposes and contexts for program evaluation draw on multiple theoretical frameworks and methodologies.  Exploring evaluation decision making from these multiple perspectives provides insights into the scope, limitations and future territory of evaluation use.  PRE-REQUISITE: EDUC-828* or equivalent.  Winter; M. Searle. 

Graduate Academic Calendar

AEG Yearly Activities

The collaborative, relaxed format of the AEG Roundtables is for sharing experiences, giving tips, and providing guidance to aid in the growth and development of graduate students. Discussion leaders are either senior graduate students or faculty members, depending on the topic for a given week.

AEG Fall 2021 Event Plan

AEG Group 2019-2020 Event Plan

Winter 2018 AEG Roundtable Schedule

Winter 2017 AEG Roundtable Schedule 

Fall 2016 AEG Roundtable Schedule

Winter 2016 AEG Roundtable Schedule

STATS - Statistics Teaching And Training for Students

Who Are We?

STATS brings together faculty and graduate students to foster growth and development of the statistics community in the Faculty of Education. We want to make statistics accessible to our community by providing resources, workshops, and personal connections. With a model of fostering growth, we facilitate a range of statistics workshops run by our faculty and graduate students. All workshops are paired with graduate-student run introductory sessions. These optional sessions contain all of the necessary information needed to get the most out of the workshop.

Our Vision:

The STATS members enjoy a collaborative professional learning community, with the vision of promoting deep understanding of quantitative inquiry. This vision is guided by the following goals:

  1. Create a supportive space for sharing, learning, and demystifying statistics,
  2. Explore the challenges of educational research, and
  3. Provide student-lead support beyond the classroom setting. 


S.T.A.T.S Online Courses
S.T.A.T.S Websites

Join Us!

If you would like to receive emails of upcoming workshops, please contact our coordinators, Nathan Rickey and Sofia Melendez.

2020 – 2021 Coordinators:

Current Members:

  • “What’s in a Grade? A Multiple Perspective Validity Study on Grading Policies, Practices, Values, and Consequences.Liying Cheng (Principal Investigator); Christopher DeLuca (Co-Investigator), Queen’s University. Funded by Social Sciences and Humanities and Research Council (SSHRC) Insight Grant ($349,532)”
  • “Test Preparation: Does It Enhance Test Performance And English Language Proficiency?Liying Cheng (Principal Investigator); Hong Wang (Co-Investigator), Mount Saint Vincent University; Lynette May (Co-Investigator), Queensland University of Technology; Shahrzad Saif (Co-Investigator), Université Laval. Funded by Social Sciences and Humanities Research Council (SSHRC) Partnership Development Grant ($200,005)”
  • Classroom Assessment Research Team (CART). Led by Dr. Christopher DeLuca, the Classroom Assessment Research Team works to rethink classroom assessment theory and practice through leading empirical scholarship. The Classroom Assessment Research Team explores the complexities of educational assessment in schools across several nationally funded projects (see below) and in partnership with colleagues from around the world.
  • Rethinking Assessment Literacy. Principal Investigator: Dr. Christopher DeLuca. This SSHRC-funded research develops a diagnostic tool – the Approaches to Classroom Assessment Inventory – to assess teachers’ approaches to classroom assessment based on contemporary professional standards. Through a series of studies across contexts, this research has contributed to expanding notions of assessment literacy with implications for teacher practice. Social Sciences and Humanities Research Council of Canada (SSHRC) Insight Development Grant ($75,000)
  • Rethinking Assessment Education: Preparing Teachers for the Age of Accountability. Principal Investigator: Dr. Christopher DeLuca. This SSHRC-funded international partnership examines the preparation of teachers in assessment within Canada, Australia, New Zealand, and the United Kingdom. Social Sciences and Humanities Research Council of Canada (SSHRC) Partnership Development Grant ($199,995)
  • Rethinking Kindergarten Assessment. Principal Investigator: Dr. Christopher DeLuca. This SSHRC-funded research with Dr. Angela Pyle supports kindergarten teachers by developing a framework for assessing academic learning within play-based pedagogical environments. Social Sciences and Humanities Research Council of Canada (SSHRC) Insight Grant ($212,448)