As EQAO works toward the modernization of its large-scale assessments, it recognizes the need for thinking that engages expertise both internal and external to the agency. For this reason, EQAO has initiated the Modernization in Measurement Advisory Panel (MMAP), whose primary purpose is to share knowledge and expertise to support EQAO in meeting its modernization objectives while ensuring strong methodologies, analytics and knowledge-sharing approaches.
MMAP is composed of experts, including practitioners, researchers and scholars in fields related to large-scale assessment. Their tenure will be two years.
The panel is chaired by the EQAO’s Director, Data and Reporting. Its work is reviewed by the EQAO Executive Team. All decision making associated with EQAO’s modernization objectives is the responsibility of the CEO of EQAO and the EQAO Board of Directors.
Role of MMAP
The panel will support EQAO’s work in the following broad content areas:1
------1 This list is not exhaustive.
Carole Pham-de-Leon is a senior technical manager with the Data Collection and Decision Support Solutions Branch with the Office of the Chief Information Officer, Community Services I&IT Cluster at the Ontario Ministry of Education.
She is a trusted advisor in data integration and complex business transformation with a keen interest in the science of how learning happens. Carole has over 12 years of experience in industries like large-scale and global pharmaceutical and medical device development through major consulting engagements, where she has learnt to appreciate the challenges of managing data effectively.
Carole holds a Bachelor of Arts & Science in Engineering Science—Biomedical/Electrical Engineering from the University of Toronto.
Dr. Christina van Barneveld is an associate professor at Lakehead University in Thunder Bay, Ontario, with a Ph.D. from OISE/UT. Her research areas include educational measurement and evaluation, quantitative research methods and large-scale assessment. Dr. van Barneveld’s research interests are 1) basic and advanced statistical techniques, research methodology and measurement theory, 2) implications of testing research for test developers, examinees as well as those who use test results and 3) advanced statistical techniques to increase understanding of assessment instruments, especially those used in training and for certification of professionals in the fields of education and medicine.
Dr. Dany Laveault is a former vice-dean of research at the Faculty of Education, University of Ottawa, and is now a professor emeritus. He directed the international journal
Mesure et évaluation en éducation and served as an advisor on EQAO’s Psychometric Expert Panel and to the Ministry of Education Québec. His research has focused on how assessment practices may be improved to develop students’ self-regulation skills.
He has published several papers on the role of student self-assessment and on teachers’ professional judgment as it relates to the norms and standards of the teaching profession. In 2016, he co-edited a book with Linda Allal (University of Geneva) entitled
Assessment for Learning: Meeting the Challenge of Implementation published by Springer. Dr. Laveault’s writings in French and English have been published in more than 50 scholarly journals and books and have garnered him international recognition as an expert in educational measurement and evaluation.
Dr. Laveault was the recipient of the Award for Excellence in Research at the University of Ottawa and the Benoît Poulin Prize for outstanding contribution in educational evaluation.
Dr. Laveault holds a Ph.D. in psychology from Laval University.
Dr. Don Klinger is the Pro Vice-Chancellor: Division of Education at the University of Waikato in New Zealand. He is a former associate dean and professor of assessment and evaluation at the Faculty of Education at Queen’s University. He obtained his Ph.D. in educational psychology, assessment and measurement from the University of Alberta, focusing on quantitative research methods and psychometrics.
Dr. Klinger’s research explores the psychometric and policy issues of large-scale assessments, program evaluation and the measurement of school effectiveness. Dr. Klinger is particularly interested in the factors that affect educational outcomes, and the educational decisions, practices and policies that arise from educational research.
Dr. Klinger is a founding member of the Assessment and Evaluation Group at Queen’s University. He has served as the president for the Canadian Educational Researchers’ Association, as a member of the Ontario Education Research Panel and as the president of the Canadian Society for the Study of Education, Canada’s largest body for educational research. Dr. Klinger also served on the EQAO Psychometric Expert Panel for 2004–2015. Among his contributions to educational assessment, Professor Klinger chaired the task force that developed the
Classroom Assessment Standards for PreK–12 Teachers on behalf of the Joint Committee on Standards for Educational Evaluation.
Dr. Eunice Eunhee Jang is a professor in the Department of Applied Psychology and Human Development in the Ontario Institute for Studies in Education, University of Toronto (OISE/UT). She obtained her Ph.D. in education psychology with specializations in language testing, educational measurement and program evaluation at the University of Illinois at Urbana-Champaign.
Dr. Jang has pursued her interests through various avenues by examining the potential of diagnostic cognitive assessment, integrating assessment into teaching and learning, and examining validity and fairness issues in testing. Her current research focuses on developing a dynamic assessment system that provides interactive digital interfaces for students, parents and teachers to support struggling readers’ cognitive, metacognitive and affective growth. Her team also works on developing a culturally sensitive play-based assessment framework for supporting and tracking Indigenous children’s language development. She collaborates with more than 30 international researchers on students’ self-regulated learning in technology-rich learning environments.
Focus on Assessment, published by Oxford University Press in 2014, provides practical guidelines for K–12 teachers based on her research on young language learners. She is the co-author of the research monograph OECD Reviews on
Evaluation and Assessment in Education: Denmark with Shewbridge, Matthews and Santiago. Dr. Jang and her graduate researchers received the annual award for the most outstanding article of the year for their paper published in the
Journal of Language Learning in 2013. Dr. Jang received a Jacqueline Ross TOEFL Dissertation Award from Educational Testing Service, a Caroline Clapham IELTS Masters Award from the University of Cambridge Local Examinations Syndicate and a Tatsuoka Measurement Award from the University of Illinois at Urbana-Champaign.
Dr. Jang is on the editorial boards of
Language Testing in Asia, the Alberta Journal of Educational Research, Journal of Language Assessment Quarterly and Language Testing. She served on the adjudication committee for SSHRC Insight Development Grants, the International Language Testing Association Nominating Committee and the AERA Significant Research Contribution Award Committee. She is currently an elected board-member-at-large for the International Language Testing Association and a member of the Broader Measures of Success Advisory Committee for People for Education and the TOEFL Committee of Examiners. She chaired the TOEFL Young Students Research Grants program for 2013–2016.
Helen Tewolde is a senior researcher and manager at the Higher Education Quality Council of Ontario’s Centre for Equitable Access responsible for designing, developing and advancing the council’s research and policy priorities related to post-secondary access. Helen is also the manager, program and partnership development, with the Community Partnerships Office at George Brown College, which creates innovative partnerships that build city, community and college capacity through education.
Ms. Tewolde is the former director of the Council of Educators of Toronto/Conseil à l’éducation de Toronto, which includes representatives of Toronto’s colleges, universities and school boards and the United Way and focuses on enhancing access to post-secondary education for traditionally underrepresented groups.
Ms. Tewolde has a master’s degree in theory and policy studies with specialization in comparative, international and development education from OISE/UT and a certificate in non-profit management from the executive program for non-profit leaders at the Stanford University Graduate School of Business. Ms. Tewolde is also the past recipient of the Gordon Cressy Award which recognizes new graduates who have made outstanding contributions to the University of Toronto.
JoAnna Roberto is the Superintendent of Curriculum and Student Achievement (K–8) at the District School Board of Niagara with responsibility for its 79 elementary schools including Student Achievement leaders, consultants and a family of schools. She has served in Ontario’s public education system for 21 years as a teacher, vice-principal, principal, an officer for the Ministry of Education, assistant superintendent and superintendent. She holds a Master of Science in Education degree from Niagara University in New York.
Ms. Roberto’s portfolio responsibilities include Assessment Lead, Early Learning—Kindergarten Program; Child Care; Environmental Sustainability; ESL/ELL and Welcome Centre; Indigenous Education; French Core/Immersion; Library; Literacy; Math and the Renewed Math Strategy; New Teacher Induction Program; EarlyON Centres; Social Studies, History, Geography, Health, Physical Education, Athletics, Summer HEAT, International Education and School Effectiveness Framework Lead.
Pino Buffone is the Director of Education for the Renfrew County District School Board. For more than 20 years, Mr. Buffone served as a teacher, vice-principal, principal and supervisory officer with the Ottawa-Carleton District School Board. He also served as coordinator of English-language assessments with the Education Quality and Accountability Office in the 1990s. Mr. Buffone holds a master of public administration degree from Queen’s University and a master’s of education from the University of Toronto.
Dr. Steven Katz is a faculty member in applied psychology and human development at OISE/UT, where he teaches in the Child Study and Education graduate program. He is the recipient of the OISE/UT-wide award for teaching excellence. In addition, he is the director of the research, evaluation and capacity-building firm Aporia Consulting Ltd.
Dr. Katz has a Ph.D. in human development and applied psychology, with a specialization in applied cognitive science. His areas of expertise include cognition and learning, teacher education, networked learning communities, leading professional learning, evidence-informed decision-making for school improvement and leadership for system change. He has received the Governor General’s medal for excellence in his field and has been involved in research and evaluation, professional development and consulting with a host of educational organizations around the world. He is an author of several best-selling books, including Leading Schools in a Data-Rich World, Building and Connecting Learning Communities, Intentional Interruption and
The Intelligent, Responsive Leader.
Dr. Suzanne de Castell is a professor at the Faculty of Education at the University of Ontario Institute of Technology (UOIT). Dr. de Castell is a former professor of curriculum and instruction and associate dean with the Faculty of Education at Simon Fraser University in British Columbia.
Dr. de Castell’s current studies focus on identifying and evaluating educational outcomes of digital game-based learning. Her research areas are developing tools and pedagogies to help girls develop expertise in digital literacies and to experience learning in a fully inclusive digital environment. In 2000, she received the Wired Woman Society Pioneer in Technology and New Media Award and the Women in the Spotlight and B.C. Research Partnership Award; and in 2004, she was awarded the YWCA Women of Distinction Award for Education: Learning for Life.
Dr. de Castell holds a master of arts in philosophy of education with distinction from the Institute of Education at the University of London in England and a doctorate in philosophy from Senate House at the University of London.