Professor Don A. Klinger
Pro Vice-Chancellor, Division of Education
Assessment and Evaluation in Education; Education Research; Teaching and Learning
Measurement and Psychometrics; Assessment Policy; Formative Assessment; Evaluation Theory and Practice
Qualifications: Ph.D. Educational Psychology
Contact DetailsEmail: [email protected]
My research focuses heavily on the formative and summative methods used to measure student outcomes, and the resulting decisions and actions made. This work primarily resides within public education and professional learning contexts (teacher and medical education), and classroom and large-scale assessment from both practical and policy perspectives. My contributions are highly valued due to both my psychometric skills (item response theory, generalizability theory, and hierarchical linear models) and my understanding of policy and the integration of assessment within varied contexts.
Recently, my research has focused on equity and access to learning, and the role of formative assessment to increase learner outcomes in challenging learning contexts (medical residents; rural Tanzania; non-academic programs). Throughout, I build connections across academic and professional communities to promote research dissemination, understanding, and use to improve educational systems.
Volante, L., & Klinger, D. A. (2022). PISA, global reference societies, and policy borrowing: The promises and pitfalls of ‘academic resilience’. Policy Futures in Education. doi:10.1177/14782103211069002
Volante, L., & Klinger, D. A. (2021). PISA and education reform in Europe: Cases of policy inertia, avoidance, and refraction. European Education, 53(1), 45-56. doi:10.1080/10564934.2021.1987839
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/Review Canadienne De l’éducation, 43(3), 803-828. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4201/2891
Volante, L., Lara, C., Klinger, D., & Siegel, M. (2020). The use of a multidimensional support model to examine policies and practices for immigrant students across Canada.. Canadian Journal of Education/Revue Canadienne De l’éducation, 43(1), 121-169. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/3999
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