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  2. Jessica V. Rich
Jessica Rich smiles in a white top against a grey background.

Jessica V. Rich

Adjunct Faculty, Assistant Professor

Faculty

j.rich@queensu.ca

People Directory Affiliation Category
Faculty

Dr. Jessica Rich (PhD, Queen’s University) is an Adjunct Professor and member of the Assessment and Evaluation Group (AEG) at Queen’s Faculty of Education. Jessica is a Member in Good Standing with the Ontario College of Teachers (OCT), who also brings significant experience in postsecondary teaching and learning within college/vocational education and professional education programs (e.g., pre-service teacher education, health professions education, engineering education, etc.)

Jessica’s educational background includes a PhD in Measurement, Assessment, Policy, Leadership and Evaluation, Master of Education, Bachelor of Education (Intermediate/Senior qualifications in Biology and Chemistry), and Bachelor of Science (Honours) with Specializations in Biology-Psychology.

Jessica’s program of research explores the design, operationalization, and evaluation of postsecondary competency-based education programs and their program(s) of student assessment.

As an Educational Developer, Jessica has a passion for supporting faculty with orchestrating authentic and inclusive approaches to student assessment and evaluation within classrooms, simulated learning environments, and the workplace; coaching and the use of feedback to close performance gaps; and engagement in the Scholarship for Teaching and Learning (SoTL).

Research Interests:

  • Postsecondary/higher education teaching and learning
  • Professional and vocational education
  • Competency-Based Education (theory, frameworks, and education programs)
  • The development and assessment of competence and competencies
  • Programmatic assessment
  • Feedback and coaching in the moment and over time
  • The Scholarship of Teaching and Learning

Current Research Projects:

  • Implementing and evaluating ‘change with reform’ in medical education: Introducing the Transformative Change Iceberg Model
  • Growth versus performance-orientation in entrustable professional activity (EPA) assessment

Selected Publications:

Merchant, S., Rich, J. & Klinger, D. (2022). (In)Stability of Test Scores. Canadian Journal of Educational Administration and Policy / Revue canadienne en administration et politique de l’éducation, (201), 15–27.

Batt, A. M., Williams, B., Rich, J. V., & Tavares, W. (2021). A six-step model for developing competency frameworks in healthcare professions. Frontiers in Medicine.

Rich, J. V., Luhanga, U., Chamberlain, S., Dagnone, J. D., Fostaty Young, S., Wagner, N., & McEwen, L. (in press). Development of a knowledge translation tool for operationalizing programmatic assessment: Practice-focused guidelines with descriptions of stakeholder activities. Accepted by Academic Medicine.

Rich, J. V., Klinger, D. A., Fostaty-Young, S., & Donnelly, C. (2020). How are professional programs from diverse disciplines approaching the development and assessment of competence at a mid-sized Canadian university? Canadian Journal for the Scholarship of Teaching and Learning, 11(2).

Merchant, S. D., Rich, J., Klinger, D., & Luce-Kapler, R. (2020). The Enactment of Applied English: Does Caring Lead to Teaching to the Test? Canadian Journal of Education/Revue canadienne de l'éducation, 43(3), 803-828.

Rich, J. V., Fostaty Young, S., Donnelly, C., Hall, A., Van Melle, E., Dagnone, J. D., Weersink, K., Caudle, J., & Klinger, D. (2019). Competency-based education calls for programmatic assessment: But what does this look like in practice? Journal of Evaluation in Clinical Studies.

Rich, J. V. (2019). Do professions represent competence for entry-to-practice in similar ways? An exploration of competence frameworks through document analysis. International Journal for the Scholarship of Teaching and Learning, 13(3)

Hall, A. K., Rich, J. V., Dagnone, J. D. D., Weersink, K., Caudle, J., Sherbino, J., Frank, J. R., Bandiera, G., & Van Melle, E. (2019). It’s a marathon, not a sprint: Rapid evaluation of CBME program implementation. Academic Medicine

Weersink, K., Hall, A. K., Rich, J. V., Szulewski, A., & Dagnone, J. D. (2019). Simulation versus real-world performance: A direct-comparison of emergency medicine resident resuscitation entrustment scoring. Advances in Simulation, 1(4), doi: 10.1186/s41077-019-0099-4.

McMurray, L., Hall, A. K., Rich, J. V., Merchant, S., Chaplin, T. (2017). The Nightmares Course: A Longitudinal Multidisciplinary Simulation-based Postgraduate Curriculum for Training and Assessment of Competence in Resuscitation. Journal of Graduate Medical Education, 9(4), 503–508.

Rich, J. V. (2017). Proposing a Model of Co-Regulated Learning for Graduate Medical Education. Academic Medicine, 92(8), 1100–1104.

Courses Taught:

  • PME 896: Capstone
  • PME 894: Introduction to Educational Fieldwork
  • GDE/PME 828: Conducting Quality Program Evaluations
  • GDE/PME 827: Planning & Implementing Classroom Assessment
  • GDE/PME 802: Program Inquiry and Evaluation
  • GDE/PME 800: Self-Regulated Learning and Inquiry
  • FOCI 285: Teaching and Learning Outside of Schools
  • FOCI 210: Assessment and Evaluation Practices in the Classroom
  • FOUN 101: Foundations of Assessment

Website:

Twitter: @JessicaVRich

LinkedIn: Jessica Rich