Collaborative scholarship in assessment, evaluation, and knowledge mobilization

It all starts with research

The AEG uses a collaborative model of scholarship to conduct innovative research with the goal of contributing to and disseminating new knowledge in assessment, evaluation, and knowledge mobilization. Our research is directed at promoting learning and improving educational systems through rigours inquiries and contemporary knowledge translation.

Areas of Work

The AEG conducts and supports scholarship in the following areas


From student learning to system performance, effective assessments promote and monitor growth. The AEG conducts cutting-edge research into innovative approaches to assessment across educational contexts with an emphasis on building assessment capacity across educators, learners and other key stakeholders.

Program Evaluation

Understanding the impact of an educational program is key to promoting success. Through developmental and collaborative approaches to program evaluation, the AEG both researches effective program evaluation processes as well as conducts program evaluations for clients across sectors.

Knowledge Mobilization

Disseminating and translating knowledge to diverse audiences is essential for productive uptake of research and evidence-informed decision-making. The AEG purposefully explores the latest knowledge mobilization (KMb) strategies to help develop effective KMb plans and platforms.


Testing remains central to measuring learning and performance. Drawing on sound psychometric principles, the AEG works to research, develop, and validate measures for various learning outcomes across a variety of contexts (e.g., education, health care, language testing, certification, licensure).

Recent Projects

Impact of the Ontario Secondary School Literacy Test (OSSLT) on Second Language Students

The purposes of the SSHRC-funded study are of three folds: 1) examine ESL/ELD students’ OSSLT performance; 2) investigate the potential influence of OSSLT on the learning of this group of students; and 3) explore the factors that contribute to or impede ESL/ELD students’ OSSLT performance and their academic success in Ontario secondary schools.

Research into a Collaborative Approaches to Evaluation as a Mechanism for Supporting System Level Thinking and Data-Informed Decision Making in Education

This multi-year project involves an ongoing collaboration between university-based evaluator-researchers with school district leaders, educators, and community partners in the pursuit of continuous improvement and ongoing data-informed decision making in education.

Test Preparation Research

Dr. Liying Cheng together with three co-investigators and two partners, examined the effects of test preparation on test performance and English language proficiency among test-takers whose predominant language is not English.

Assessing Self-regulation in Play-based Contexts

As part of Dr. Timmons’ previous research (led by Drs. Janette Pelletier and Carl Corter) the Child Observation Framework (COF) was developed as a tool for researchers to analyze and examine children’s self-regulation and play behaviour. Using the COF, 10-minute observations (running records) are carried out during four classroom contexts: educator-led whole-group time, small group time, transitions between activities and child-chosen free-play time.

Examining Kindergarten Policies and Practices to Foster Self-regulation

Guiding this study are 3 objectives: 1) to examine the ways self-regulation skills are defined and promoted in policy and practice documents in Canada; 2) to compare this practice-oriented conceptualization of self-regulation with theoretical models of self-regulation, and 3) to develop and disseminate recommendations based on improving clarity in understanding what self-regulation is and how best to foster it in early years contexts.

Assessment of Competence in the Professions

The purpose of this research is to understand individual and group processing in developing accurate approximations of competence.

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