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Christopher DeLuca

Christopher DeLuca

D-Index & Metrics

Social Sciences and Humanities

D-Index
36
Citations
4683
World Ranking
6529
National Ranking
391

Overview

Christopher DeLuca is affiliated with Queen's University in Canada and has an extensive research profile within the Social Sciences, particularly focusing on Education. Their work spans key subfields such as Education, Developmental and Educational Psychology, and Information Systems and Management.

Their research primarily concentrates on topics including Student Assessment and Feedback, Teacher Education and Leadership Studies, Reflective Practices in Education, Educational Assessment and Improvement, Higher Education Learning Practices, Educational and Psychological Assessments, and Early Childhood Education and Development.

Christopher DeLuca has contributed to the academic literature with publications in various venues, notably:

  • Assessment in Education Principles Policy and Practice (8 publications)
  • Teaching and Teacher Education (3 publications)
  • Phi Delta Kappan (2 publications)
  • Education Inquiry (2 publications)
  • Educational Research (2 publications)

Recent papers authored or co-authored by DeLuca include:

  • New Directions for Kindergarten Education, 2020, The Elementary School Journal
  • Exploring assessment across cultures: Teachers' approaches to assessment in the U.S., China, and Canada, 2021, Cogent Education
  • Leveraging assessment to promote kindergarten learners' independence and self-regulation within play-based classrooms, 2020, Assessment in Education Principles Policy and Practice

Other recent papers in related domains, although with different primary authorship, are:

  • A Model for Assessment in Play-Based Kindergarten Education, 2020, American Educational Research Journal
  • Mapping the constellation of assessment discourses: a scoping review study on assessment competence, literacy, capability, and identity, 2022, Educational Assessment Evaluation and Accountability

DeLuca frequently collaborates with a number of researchers, including:

  • Andrew Coombs
  • Jill Willis
  • Nathan Rickey
  • Bronwen Cowie
  • Christine Harrison

In addition to articles, Christopher DeLuca has authored a book titled Learning to Assess, published by Springer Nature in 2023.

Best Publications

  • Assessment Literacy Development: Identifying Gaps in Teacher Candidates' Learning.

    Christopher DeLuca;Don A. Klinger

  • The Current State of Assessment Education Aligning Policy, Standards, and Teacher Education Curriculum

    Christopher DeLuca;Aarti Bellara

  • Teacher assessment literacy: a review of international standards and measures

    Christopher DeLuca;Danielle LaPointe-McEwan;Ulemu Luhanga

  • A scoping review of research on play‐based pedagogies in kindergarten education

    Angela Pyle;Christopher DeLuca;Erica Danniels

  • International trends in the implementation of assessment for learning: Implications for policy and practice

    Menucha Birenbaum;Christopher DeLuca;Lorna Earl

  • Approaches to Classroom Assessment Inventory: A New Instrument to Support Teacher Assessment Literacy.

    Christopher DeLuca;Danielle LaPointe-McEwan;Ulemu Luhanga

  • Pedagogies for Preservice Assessment Education: Supporting Teacher Candidates' Assessment Literacy Development

    Christopher DeLuca;Teresa Chavez;Aarti Bellara;Chunhua Cao

  • Teachers’ approaches to classroom assessment: a large-scale survey

    Christopher DeLuca;Adelina Valiquette;Andrew Coombs;Danielle LaPointe-McEwan

  • Collaborative inquiry as a professional learning structure for educators: a scoping review

    Christopher DeLuca;Jason Shulha;Ulemu Luhanga;Lyn M. Shulha

  • Preparing Teachers for the Age of Accountability: Toward a Framework for Assessment Education.

    Christopher DeLuca

  • Systemic professional learning through collaborative inquiry: Examining teachers' perspectives

    Christopher DeLuca;Benjamin Bolden;Jessica Chan

  • Assessment for learning in the classroom: Barriers to implementation and possibilities for teacher professional learning

    Christopher DeLuca;King Luu;Youyi Sun;Don A Klinger

  • Developing assessment capable teachers in this age of accountability

    Christopher DeLuca;Sandra Johnson

  • Assessment in the Kindergarten Classroom: An Empirical Study of Teachers’ Assessment Approaches

    Angela Pyle;Christopher DeLuca

  • Voices From Test-Takers: Further Evidence for Language Assessment Validation and Use

    Liying Cheng;Christopher DeLuca

  • Establishing a foundation for valid teacher judgement on student learning: the role of pre-service assessment education

    Christopher DeLuca;Teresa Chavez;Chunhua Cao

  • Changing approaches to classroom assessment: An empirical study across teacher career stages

    Andrew Coombs;Christopher DeLuca;Danielle LaPointe-McEwan;Agnieszka Chalas

  • Enabling youth to advocate for workplace safety.

    Peter Chin;Christopher DeLuca;Cheryl Poth;Ingrid Chadwick

  • Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond

    Amirhossein Rasooli;Hamed Zandi;Christopher DeLuca

  • Assessment mindset: Exploring the relationship between teacher mindset and approaches to classroom assessment

    Christopher DeLuca;Andrew Coombs;Danielle LaPointe-McEwan

  • Context and Implications Document for: A scoping review of research on play-based pedagogies in kindergarten education

    Angela Pyle;Christopher DeLuca;Erica Danniels

Frequent Co-Authors

Helen Timperley
Helen Timperley University of Auckland

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