Research

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

Assessment

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.

Measurement

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.

Use of Big Data to Model Performance and Change

Working with colleagues in admissions, undergraduate medicine, post-graduate medicine, and dentistry we have developed a comprehensive data system that tracks students from time of application to graduation, and for some, to post-graduate training.

Preparing Teachers for the Age of Accountability

The purpose of this research is to provide empirical data to inform pre-service education that effectively prepares teachers for the age of accountability. Specifically, this research has explored the value of various approaches to assessment education by researching a range of program structures, assessment course curricula, and pre-service pedagogies across Canada, England, Australia, New Zealand, Germany, and the United States.

A Multi-year Developmental Evaluation of the Knowledge Network for Applied Education Research

This mixed methods evaluation measures partnership indicators and brokering functions within four provincial research-practice-policy networks (Math, Well-Being, Equity, and Indigenous Knowledge). The research involves a six-phase, mixed-methods design that targets Ontario Ministry of Education supported KNAER initiatives and knowledge networks across the province.

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.

Teaching Teams in Kindergarten: Comparing Educator Expectations in Kindergarten

The purpose of this research is to explore the factors that contribute to the formation of educator expectations in full-day play-based Kindergarten in Ontario. This study examines reports from Early Childhood Educators (ECEs) and teachers on their teaching beliefs, roles, teaching practices, and interactions that support students in meeting curriculum expectations.

Select Publications