Professor Don A. Klinger
Pro Vice-Chancellor, Division of Education
Education Research; Teaching and Learning
Measurement and Psychometrics; Assessment Policy; Formative Assessment; Evaluation Theory and Practice
Qualifications: Ph.D. Educational Psychology
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|Klinger, Prof Don||4281||dklinger||TC.2.32||Division of Education|
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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.
Jerrim, J., Volante, L., Klinger, D., & Schnepf, S. V. (2019). Socioeconomic inequality and student outcomes across education systems. In L. Volante, S. V. Schnepf, J. Jerrim, & D. A. Klinger (Eds.), Socioeconomic Inequality and Student Outcomes Cross-National Trends, Policies, and Practices (Vol. 4). Dordrecht, The Netherlands: Springer Nature. Retrieved from https://link.springer.com/chapter/10.1007/978-981-13-9863-6_1#enumeration
Klinger, D., Schnepf, S. V., Volante, L., & Jerrim, J. (2019). Cross-national trends in addressing socioeconomic inequality in education. In L. Volante, S. V. Jerrim, & D. A. Klinger (Eds.), Socioeconomic Inequality and Student Outcomes. Education Policy & Social Inequality (Vol. 4). Dordrecht, The Netherlands: Springer.
Volante, L., DeLuca, C., & Klinger, D. (2019). Culturally responsive teaching and the importance of assessment in Canadian schools. Canadian Association of Principals Journal. Retrieved from https://cdnprincipals.com/
DeLuca, C., Chapman-Chin, A., & Klinger, D. A. (2019). Toward a teacher professional learning continuum in assessment for learning. Educational Assessment, 1-19. doi:10.1080/10627197.2019.1670056
Find more research publications by Don Klinger