Christopher DeLuca
Christopher DeLuca
Associate Dean, School of Graduate Studies & Associate Professor, Education, Queen's University
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Cited by
Cited by
Assessment literacy development: Identifying gaps in teacher candidates’ learning
C DeLuca, DA Klinger
Assessment in Education: Principles, Policy & Practice 17 (4), 419-438, 2010
The current state of assessment education: Aligning policy, standards, and teacher education curriculum
C DeLuca, A Bellara
Journal of Teacher Education 64 (4), 356-372, 2013
The evolving culture of large-scale assessments in Canadian education
D Klinger
Canadian Journal of Educational Administration and Policy, 2008
Teacher assessment literacy: A review of international standards and measures
C Deluca, D Lapointe-Mcewan, U Luhanga
Educational Assessment, Evaluation and Accountability 28 (3), 251-272, 2016
International trends in the implementation of assessment for learning: Implications for policy and practice
M Birenbaum, C DeLuca, L Earl, M Heritage, V Klenowski, A Looney, ...
Policy Futures in Education 13 (1), 117-140, 2015
Pedagogies for preservice assessment education: Supporting teacher candidates' assessment literacy development
C DeLuca, T Chavez, A Bellara, C Cao
The Teacher Educator 48 (2), 128-142, 2013
Collaborative inquiry as a professional learning structure for educators: A scoping review
C DeLuca, J Shulha, U Luhanga, LM Shulha, TM Christou, DA Klinger
Professional development in education 41 (4), 640-670, 2015
Assessment in the kindergarten classroom: An empirical study of teachers’ assessment approaches
A Pyle, C DeLUCA
Early Childhood Education Journal 41 (5), 373-380, 2013
Preparing teachers for the age of accountability: Toward a framework for assessment education
C DeLuca
Action in Teacher Education 34 (5-6), 576-591, 2012
Assessment for learning in the classroom: Barriers to implementation and possibilities for teacher professional learning
C DeLuca, K Luu, Y Sun, DA Klinger
Assessment Matters 4, 5-29, 2012
Approaches to classroom assessment inventory: A new instrument to support teacher assessment literacy
C DeLuca, D LaPointe-McEwan, U Luhanga
Educational Assessment 21 (4), 248-266, 2016
Establishing a foundation for valid teacher judgement on student learning: The role of pre-service assessment education
C DeLuca, T Chavez, C Cao
Assessment in Education: Principles, Policy & Practice 20 (1), 107-126, 2013
Voices from test-takers: Further evidence for language assessment validation and use
L Cheng, C DeLuca
Educational assessment 16 (2), 104-122, 2011
A scoping review of research on play‐based pedagogies in kindergarten education
A Pyle, C DeLuca, E Danniels
Review of Education 5 (3), 311-351, 2017
Systemic professional learning through collaborative inquiry: Examining teachers' perspectives
C DeLuca, B Bolden, J Chan
Teaching and teacher education 67, 67-78, 2017
Teachers’ approaches to classroom assessment: A large-scale survey
C DeLuca, A Valiquette, A Coombs, D LaPointe-McEwan, U Luhanga
Assessment in Education: Principles, Policy & Practice 25 (4), 355-375, 2018
Enabling youth to advocate for workplace safety
P Chin, C DeLuca, C Poth, I Chadwick, N Hutchinson, H Munby
Safety science 48 (5), 570-579, 2010
Developing assessment capable teachers in this age of accountability
C DeLuca, S Johnson
Assessment in Education: Principles, Policy & Practice 24 (2), 121-126, 2017
Toward an Interdisciplinary Framework for Educational Inclusivity.
C DeLuca
Canadian Journal of Education 36 (1), 305-347, 2013
Changing approaches to classroom assessment: An empirical study across teacher career stages
A Coombs, C DeLuca, D LaPointe-McEwan, A Chalas
Teaching and Teacher Education 71, 134-144, 2018
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