Supervision

Laura Shannon

Through my experiences working as an instructor and instructional designer, I have become deeply invested in the psychology of learning and effective teaching and learning practices in higher education. My research interests include authentic assessment, measures of authentic assessment, artificial intelligence (AI) assessment practices, and technology enhanced learning. Through a series of needs analyses, I am interested in navigating assessment solutions that cultivate innovative approaches that involve immersive experiences where both instructors and learners can thrive.

Sumaiya Khanam Chowdhury

Sumaiya Khanam Chowdhury is a PhD student of the Faculty of Education, Queen’s University. Her PhD focuses on how secondary school teachers can support students’ well-being while using classroom assessment. She is doing a comparative case study analysis in Canada and Bangladesh. She examined the “Side effect of Assessment,” a concept of Dr. Derek Rowntree, and found that teachers un/consciously are responsible for some side effects. Currently, she is looking at the SWBM (Student Well-being Model) and PERMA model to construct her work. As Background, she worked as an Assistant Professor at Jagannath University and as an Education Consultant for the National Curriculum and Textbook Board (NCTB) of Bangladesh. She has work experience in Inclusive Education, Inter-generation Education Programs and Education Leadership. Sumaiya completed her Bachelor of Education, Master of Education in Educational Evaluation and Research, Graduate Diploma in Development Students, and Master of Population Science from the University of Dhaka. She also Studied Master of Arts in Education Leadership at the University of Manchester.

Nathan Rickey (Postdoctoral Fellow)

Nathan’s research focuses on how educators can leverage classroom assessment to enhance students’ learning. Drawing on self-regulated learning theories and learning analytics, he examines the cognitive and affective mechanisms of students engaged in self-assessment to support teachers in fostering lifelong learners. His hope to one day model internal self-assessment processes is informed by his work as a high school English teacher wherein he observed self-assessment's central role in empowering agentic learners.

Mackenzie Crawford

Mackenzie is a Ph.D. student in the Faculty of Education at Queen’s University. She completed her M.A. in Child Study and Education at the Ontario Institute for Studies in Education, and is an Ontario Certified Teacher with several years of experience in the classroom. Her research interests are in the areas of assessment and mathematics education. She is interested in exploring the impact of grading practices on students’ math anxiety, with the goal of informing strategies to mitigate anxiety. Through her studies, she aims to provide educators with guidance on making mathematics assessment more accessible and valuable for student learning.

Nicole Leach

Former Graduate Students

Nathan Rickey, (PhD, 2025): Towards an Interaction Theory of Student Self-Assessment: Mapping the Cognitive and Affective, Metacognitive, and Emotional Dimensions via Multimodal Data
Ephraim Nukpetsi (MEd, 2025): Exploring Strategies for Promoting Self-Assessment Engagement and Appreciation in Junior and Senior High School Students in Ghana
Michael Holden (PhD, 2024): Classroom Assessment for Emergent Learning
David Baidoo-Anu (PhD, 2024): Classroom Assessment Culture in Ghana’s Education System
Jenny Ge (PhD, 2023): Supporting Teacher Assessment Identity Development: A Narrative Inquiry
Christine Romain-Tappin (PhD, 2023): Exploring the Added Value of Early Childhood Educators’ Approaches to Assessment in Play-Based Kindergarten Education
Adelina Valiquette (PhD, 2021): Ontario elementary school teachers' approaches to mathematics assessment for diverse students
Amir Rasooli (PhD, 2021): Fairness in classroom assessment: Conceptual and empirical investigations
Andrew Coombs (PhD, 2021): How early career experiences shape teachers' approaches to classroom assessment
Heather Braund (PhD, 2020): Exploring the relationship between teachers' formative classroom assessment practices and students' self-regulation in Kindergarten classrooms
Suparna Roy, (PhD, 2020): A pedagogy of selflessness: a multiple case study exploring the cultivation and expression of student selflessness in an Ontario grade 6 classroom
Agnieszka Chalas (PhD, 2019): Paintina a portrait of organizational evaluation capacity in the Canadian art museum sector
Murdoch Matheson (PhD, 2019): An examination of personal financial literacy teaching and learning in Ontario high schools
John Duclos (M.Ed., 2018): Yukon principals' perceptions of their role and practices in stakeholder engagement for school growth
Andrew Coombs (SSHRC CGS Fellowship) (M.Ed., 2017): Teacher educators' approaches to assessment
Lalai Abbas (M.Ed., 2016): Mnemosyne: Narrating a Pakhtun Student's Foreign Curricular Experience
Bing Bai (M.Ed., 2015): Perception evolution: A study of six Chinese international male students' perceptions toward homosexuality
Jessika Diakun (M.Ed., 2016): Supporting high performance athletic students balance sport and education: An examination of the teacher’s role
Meaghan Low (M.Ed., 2015): Cool by my standards: The essence of the expansion of the standard of humanness through the reinterpretation of normativity
Cheng Zhou (M.Ed., 2015): Examining the alignment of grading policies in the Chinese education system
Paul Vernon (SSHRC CGS Fellowship) (M.Ed., 2014): State of the arts: Factors influencing Ontario elementary teachers' performing arts instruction