Professor Don A. Klinger

Don Klinger

Pro Vice-Chancellor, Division of Education

Qualifications: Ph.D. Educational Psychology

Research Interests

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.

Recent Publications

  • 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

  • Rich, J., Klinger, D., 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?. The Canadian Journal for the Scholarship of Teaching and Learning, 11(2). doi:10.5206/cjsotl-rcacea.2020.2.8597

  • Rich, J. V., Fostaty Young, S., Donnelly, C., Hall, A. K., Dagnone, J. D., Weersink, K., . . . Klinger, D. A. (2020). Competency‐based education calls for programmatic assessment: But what does this look like in practice?. Journal of Evaluation in Clinical Practice, 26(4), 1087-1095. doi:10.1111/jep.13328

Find more research publications by Don Klinger


Assessment and Evaluation in Education; Education Research; Teaching and Learning

Measurement and Psychometrics; Assessment Policy; Formative Assessment; Evaluation Theory and Practice

Contact Details

Email: [email protected]
Room: A2.32
Phone: 78384281