B.A.,(Hons.) University of Western Ontario, 1991
Ph.D., University of Waterloo, 1996

Research Interests

I am generally interested in studying situations in which people fail to attend to all of the relevant information in their environment, and the reasons for this neglect. In my primary area of study, I am currently assessing how the restriction of cognitive capacity associated with alcohol intoxication affects the decision to engage in risky behaviors. For example, I have been studying how alcohol affects attitudes and intentions to drink and drive or have sex without a condom. When asked about their intentions to drink and drive, or to have intercourse without a condom, university students typically report that they would not engage in these behaviours. Accordingly, one might expect that the incidence of these health-risk behaviours would be relatively low. Instead, the incidence continues to be alarmingly high. The goal of my research is to examine why people engage in these behaviours that contradict their attitudes and intentions, even when doing so can have powerful negative consequences. Other research interests include attitudinal ambivalence, and the influence of romantic relationship properties on health outcomes.

Selected Publications

Wood, V. M., MacDonald, T. K., Charbonneau, D., & Urban, S. (in press).  Adult Attachment and Spousal Reactions to Military Deployment Separations and Reunion. Personal Relationships.

Wallace, L. E., Patton, K. M., Luttrell, A., Sawicki, V., Fabrigar, L. R., Teeny, J., MacDonald, T.K., Petty, R. E., & Wegener, D. T.  (in press).  Knowledge moderates the relation between ambivalence and attitude-behavior consistency.  Personality and Social Psychology Bulletin.

Quickert, R. E., Vaughan-Johnston, T. I., & MacDonald, T. K. (in press). Experiential avoidance biases mood-relevant thinking. Personality and Individual Differences.

MacDonald, T. K., Wood, V. M., & Fabrigar, L. R.  (2019). “Digging in” or “Giving in”: Attachment-related threat moderates the association between attachment orientation and reactions to conflict. European Journal of Social Psychology, 49, 1237-1254. 

Smith, J. D., Corace, K. M., MacDonald, T. K., Fabrigar, L. R., Saedi, A., Chambers, A., MacFarlane, S., Valickis, D., & Garber, G. E.  (2019). Application of the Theoretical Domains Framework to identify factors that influence hand hygiene compliance in long-term care.  Journal of Hospital Infection, 101, 393-398.

Stone, R. C., Sweet, S., Perrier, M., MacDonald, T. K., Martin Ginis, K. A., & Latimer-Cheung, A. E. (2019).  Exploring stereotypes of athletes with a disability: A Behaviours from Intergroup Affect and Stereotypes map comparison. Adapted Physical Activity Quarterly, 39, 339-358. 

Leung, P. C., & MacDonald, T. K. (2018). Attitudes toward condom carriers: The role of gender. Canadian Journal of Human Sexuality, 27, 215-225. 

Vaughan-Johnston, T., Quickert, R., & MacDonald, T.K. (2017).  Psychological Flexibility Under Fire: Testing the Incremental Validity of Experiential Avoidance. Personality and Individual Differences, 105, 335-349.

MacDonald, T. K., McKenna, & C. Mouck, L. C. (2016).  The Person and the Partner: Individual differences moderate the relationship between partner feedback and condom use. AIDS and Behavior, 20, 185-196.

Corace, K., Srigley, J. A., Hargadon, D. P., Yu, D., MacDonald, T. K., Fabrigar, L. R., & Garber, G. 2016). Using behavior change frameworks to improve healthcare worker influenza vaccination rates: A systematic review. Vaccine, 34, 3235–3242.

Cappel, J., MacDonald, T. K., & Pukall, C. F. (2016). For new mothers, the relationship matters: Relationship characteristics and postpartum sexuality. Canadian Journal of Human Sexuality, 25, 126-137.

Karimiha, G., Rehman, U., & MacDonald, T. K (2015). The Individual and Relational Risks of Providing Support to an Inconsolable Partner. Personal Relationships, 22, 604-620.

Srigley, J. A., Corace, K., Hargadon, D. P., Yu, D., MacDonald, T. K., Fabrigar, L. R., & Garber, G. (2015). Applying psychological frameworks of behavior change to improve healthcare worker hand hygiene: A systematic review. Journal of Hospital Infection, 91, 202-210.

Carter, A. M., Fabrigar, L. R., MacDonald, T. K., & Monner, L. J. (2013). Investigating the Interface of the Investment Model and Adult Attachment Theory. European Journal of Social Psychology, 43, 661-672.

Refling, E. J., Calnan. C., Fabrigar, L. R., MacDonald, T. K., Johnson, V. C., & Smith, S. M. (2013). To Partition or Not to Partition Evaluative Judgments: Comparing Measures of Structural Ambivalence. Social Psychological and Personality Science, 4, 387-394.

Ng, A., Hynie, M., & MacDonald, T. K. (2012). Culture Moderates the Pliability of Ambivalent Attitudes. Journal of Cross-Cultural Psychology, 43, 1313-1324.

Ebel-Lam, A., Fabrigar, L., MacDonald, T. K., & Jones, S. (2010). Balancing causes and consequences: The proportionality principle in explanations for complex social events. Basic and Applied Social Psychology, 32, 348-359.

Fabrigar, L.R., Wegener, D T., & MacDonald, T.K. (2010). Distinguishing between prediction and influence: Multiple processes underlying attitude-behavior consistency. In C.R. Agnew, D.E. Carlston, W.G. Graziano, & J.R. Kelly (Eds.), Then a miracle occurs: Focusing on behavior in social psychological theory and research. New York, NY: Oxford University Press

Waller, K., & MacDonald, T.K. (2010). Trait Self-Esteem Moderates the Effect of Initiator Status on Emotional and Cognitive Responses to Romantic Relationship Dissolution. Journal of Personality, 78, 1271-1299.

Ebel-Lam, A.P., MacDonald, T.K., Zanna, M.P., & Fong, G.T. (2009). An Experimental Investigation of the Interactive Effects of Alcohol and Sexual Arousal on Intentions to Have Unprotected Sex. Basic and Applied Social Psychology, 31, 226-233

MacDonald, T.K., & Hynie, M. (2008). Ambivalence and Unprotected Sex: Failing to Predict Sexual Activity is associated with Decreased Condom Use. Journal of Applied Social Psychology, 38, 1092-1107.

Klein, W. M.P., Geaghan, T.R., & MacDonald, T.K. (2007). Unplanned Sexual Activity as a Consequence of Alcohol Use: A Prospective Study of Risk Perceptions and Alcohol Use among College Freshmen. Journal of American College Health, 56, 317-323.

Hynie, M., MacDonald, T.K., & Marques, S. (2006). Self-conscious emotions and self-regulation in the promotion of condom use. Personality and Social Psychology Bulletin, 32, 1059-1071.

Starzyk, K.B., Holden. R.R., Fabrigar, L.R., & MacDonald, T.K. (2006). The Personal Acquaintance Measure: A Tool for Appraising One's Acquaintance with Any Person. Journal of Personality and Social Psychology, 90, 833-947.

Ditto, P.H., Pizarro, D.A., Epstein, E., Jacobson, J.A., & MacDonald, T. K. (2006). Motivational Myopia: Visceral Influences on Risk Taking Behavior. Journal of Behavioral Decision-Making, 19, 99-113.

Dal Cin. S., MacDonald, T.K., Fong, G.T., Zanna, M. P., & Elton, T.E. (2006). Remembering the Message: Using a Reminder Cue to Increase Condom Use Following a Safer Sex Intervention. Health Psychology, 25, 448-443.

Fabrigar, L.R., MacDonald, T.K., & Wegener, D T. (2005). The origin and structure of attitudes. In D. Albarracin, B.T. Johnson, & M.P. Zanna (Eds.), Handbook of attitudes and attitude change. (pp. 79-124). Mahwah, NJ: Erlbaum.

BSc (Toronto), B.Ed., MEd, PhD (Queen's)

Associate Dean, School of Graduate Studies and Postdoctoral Affairs

Professor of Educational Assessment, Graduate Faculty  

Managing Director of Assessment and Evaluation Group

Executive Editor: Assessment in Education: Principles, Policy & Practice

Website: cdeluca.com

Twitter: @ChrisDeLuca20

Dr. DeLuca (PhD, Queen’s University) is an Associate Dean in the School of Graduate Studies and Postdoctoral Affairs at Queen's University and a Professor of Educational Assessment at the Faculty of Education. Dr. DeLuca leads the Classroom Assessment Research Team and is a director of the Queen’s Assessment and Evaluation Group. Previously, Dr. DeLuca was an Assistant Professor at the University of South Florida (Tampa, USA) and has worked in the area of policy research in London, England.

Dr. DeLuca’s research examines the complex intersection of curriculum, pedagogy, and assessment as operating within the current context of school accountability and standards-based education. His work largely focuses on supporting teachers in negotiating these critical areas of practice to enhance student learning experiences. In particular, Dr. DeLuca’s research centers on how pre-service and in-service teachers learn to engage the complexities of assessing student learning in relation to the evolving accountability culture in today’s classrooms. 

Dr. DeLuca’s research has been published in national and international journals, and has been recognized through several awards including the Queen’s Faculty of Education Research Excellence Award, the American Educational Research Association (AERA) Outstanding Paper in Classroom Assessment Award, and the R.W. Jackson Award from the Canadian Society for the Study of Education. Further, his research has received continuous funding from the Social Sciences and Humanities Research Council of Canada. Dr. DeLuca has served as the Chair of the AERA Classroom Assessment SIG, President of the Canadian Educational Researchers’ Association, and Editor of the Canadian Journal of Education. He is currently an Executive Editor of Assessment in Education: Principals, Policy & Practice. 

Research Interests

• Exploring pre-service and in-service teacher education in assessment (assessment literacy)
• Rethinking classroom assessment theory and practice to support teaching and learning
• Examining the intersection of assessment, curriculum, and pedagogy within accountability contexts of education
• Using validity theory in educational assessment, programming, and research

Recent Publications

DeLuca, C., Ge, J., Searle, M., Carbone, K., & LaPointe-McEwan, D. (2021). Toward a pedagogy for slow and significant learning about assessment in teacher education. Teaching and Teacher Education 101, https://doi.org/10.1016/j.tate.2021.103316

Volante, L., DeLuca, C., Baker, E., Harju-Luukkainen, H., Heritage, M., Schneider, C., Stobart, G., Tan, K., Wyatt-Smith, C., & Adie, L. (2020). Synergy and tension between large-scale and classroom assessment: International trends. Educational Measurement: Issues and Practice. Online first: https://doi.org/10.1111/emip.12382

DeLuca, C., Pyle, A., Valiquette, A., & LaPointe-McEwan, D. (2020). New directions for kindergarten education: Embedding assessment in play-based learning. Elementary Schools Journal, 120(3), 455-479. DOI: 138.051.012.062

Bolden, B., DeLuca, C., Kukkonen, T., Wearing, J., & Roy, R. (2019). Assessment of creativity in K-12 education: A scoping review. Review of Education, 8(2), 342-376. DOI: 10.1002/rev3.3188

DeLuca, C., Willis, J., Cowie, B., Harrison, C., Coombs, A., Gibson, A., & Trask, S. (2019). Policies, programs, and practices: Exploring the complex dynamics of assessment education in teacher education across four countries. Frontiers in Education, 4. DOI: 10.3389/feduc.2019.00132

DeLuca, C., Coombs, A., & LaPointe-McEwan, D. (2019). Assessment mindset: Exploring the relationship between teacher mindset and approaches to classroom assessment. Studies in Educational Evaluation, 61, 159-169. DOI: https://doi.org/10.1016/j.stueduc.2019.03.012

DeLuca, C., Chapman-Chin, A. E., & Klinger, D. (2019). Toward a teacher professional learning progression for classroom assessment. Educational Assessment, 24(4), 267-285.

DeLuca, C., Pyle, A., Roy, S., Chalas, A., & Daniels, E. (2019). Perspectives on kindergarten assessment: Towards a common understanding. Teachers College Record, 121(3), 1-58.

DeLuca, C., Chapman-Chin, A. E, LaPointe-McEwan, D., & Klinger, D. (2018). Students’ perspectives on assessment for learning. The Curriculum Journal, 29(1), 77-94.

DeLuca, C., Valiquette, A., Coombs, A., LaPointe-McEwan, D., & Luhanga, U. (2018). Teachers’ approaches to classroom assessment: A large-scale survey. Assessment in Education: Principles, Policy & Practice, 25(4), 355-375.

Coombs, A., DeLuca, C., & LaPointe-McEwan, D. (2018). Changing approaches to classroom assessment: An empirical study across teacher career stages. Teaching and Teacher Education, 71, 134-144.

DeLuca, C., Braund, H., Valiquette, A., & Cheng, L. (2017). Grading policies and practices in Canada: A landscape study. Canadian Journal of Educational Administration and Policy, 184, 4-22.

Pyle, A., DeLuca, C., & Danniels, E. (2017). A scoping review of research on play-based pedagogies in kindergarten education. Review of Education, 5(3), 311-351.

DeLuca, C., Bolden, B., & Chan, J. (2017). Systematic professional learning through collaborative inquiry: Examining teachers’ perspectives. Teaching and Teacher Education, 67, 67-78.

Pyle, A., & DeLuca, C. (2017). Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices. The Journal of Educational Research, 110(5), 457–466.

LaPointe, D., DeLuca, C., & Klinger, D. (2017). Supporting evidence-use in networked professional learning: The role of the middle leader. Educational Research, Special Issue: Evidence-informed Practice in Education, 59(2), 136-153.

DeLuca, C., LaPointe, D., & Luhanga, U. (2016). Teacher assessment literacy: a review of international standards and measures. Educational Assessment, Evaluation, and Accountability, 28(3), 251-272.

DeLuca, C., LaPointe-McEwan, D., & Luhanga, U. (2016). Approaches to classroom assessment inventory: A new instrument to support teacher assessment literacy. Educational Assessment, 21(4), 248-266.

Bolden, B., & DeLuca, C. (2016). Measuring the magical: Leveraging assessment for emergent learning. Assessment Matters, 10, 52-71.

DeLuca, C., & Volante, L. (2016). Assessment for learning in teacher education programs: Navigating the juxtaposition of theory and praxis. Journal of the International Society for Teacher Education, 20(1), 19-31.

DeLuca, C., Shulha, J., Luhanga, U., Shulha, L. M., Klinger, D. A., & Christou, T. (2015) Collaborative inquiry as a professional learning structure for educators: A scoping review. Professional Development in Education, 41(1), 640-670.

Birenbaum, M., DeLuca, C., Earl, L., Heritage, M., Klenowski, V., Looney, A., Smith, K., Timperley, H., Volante, L., & Wyatt-Smith, C. (2015). International trends in the implementation of assessment: Implications for policy and practice. Policy Futures in Education, 13(1), 117-140.

DeLuca, C., Klinger, D., Pyper, J., Shulha, L., & Woods, J. (2015). Building school district capacity in assessment for learning: A study on the effectiveness of an instructional rounds professional learning approach. Assessment in Education: Principles, Policy and Practice, 22(1), 122-139.

Supervision

Current PhD Students

• Nathan Rickey, (SSHRC Graduate Fellowship, PhD)
• Michael Holden, (SSHRC Graduate Fellowship, PhD)
• Jenny Ge, (SSHRC Graduate Fellowship, PhD)
• Christine Romain-Tappin (SSHRC Graduate Fellowship, PhD)
• David Baidoo-Anu (International Fellowship, PhD)
• Sumaiya Chowdhury (PhD)
• Natalie Green (MEd)

   

Alumni

• Heather Braund (SSHRC Graduate Fellowship)
• Suparna Roy (SSHRC CGS Fellowship)
• Adelina Valiquette (SSHRC Graduate Fellowship)
• Andrew Coombs (SSHRC CGS Fellowship)
• Amir Rasooli (International Fellowship)
• Agnieszka Chalas (SSHRC Graduate Fellowship, PhD)
• Murdoch Matheson (PhD)
• John Duclos (MEd)
• Andrew Coombs (SSHRC CGS Fellowship, MEd)
• Lalai Abbas (MEd)
• Bing Bai (MEd)
• Jessika Diakun (MEd)
• Meaghan Low (MEd)
• Cheng Zhou (MEd)
• Paul Vernon (SSHRC CGS Fellowship, MEd)

Courses Taught

Graduate

• EDUC 940: Educational Assessment
• EDUC 910: The Traditions of Curriculum
• EDUC 809: Assessment of Student Growth and Achievement
• EDUC 802: Contemporary Curriculum Theory
• EDUC 895: Qualitative Research Methods
• GDPI/PME 801: Curriculum, Planning, and Assessment
• GDPI/PME 802: Program Inquiry & Evaluation
• EDF 6931: Introduction to Qualitative Research Methods (Department of Measurement & Research, College of Education, University of South Florida)
• EDF 7910: Doctoral Directed Research in Advanced Qualitative Research Methods (Department of Measurement & Research, College of Education, University of South Florida)

Undergraduate

• EDST 408: Elementary Classroom Assessment Practices
• EDST 409: Secondary Classroom Assessment Practices
• EDST 210: Classroom Assessment Practices
• EDST 410: Classroom Assessment Practices for Elementary & Secondary Teacher Candidates
• FOUN 101: Foundations of Assessment
• PROF 311: Critical Issues in Education
• PROF 191: Theory and Professional Practice
• PROF 150: Assessment and Evaluation Module (PJ)
• PROF 155: Assessment and Evaluation Module (IS)
• EDF 4430: Measurement for Teachers (Department of Measurement & Research, University of South Florida)

Continuing Teacher Education

• CONT 811: Student Assessment and Evaluation

As Vice-Provost and Dean, Dr. Quadir embraces innovative thinking as the basis for advancing both the long and short-term goals of graduate education at Queen’s University. Building on the university’s long-standing tradition of excellence in teaching and research, he intends to foster a culture of graduate education, enhance the graduate student experience, create new research opportunities for both graduate students and post-doctoral scholars, and revitalize the foundations for student success. He is keenly interested in delivering novel and accountable service to graduate students and post-doctoral researchers and providing oversight to ensure high quality graduate programming, teaching and learning. In partnership with the Principal, Provost, VP Research, Faculty Deans and other academic and administrative units, Dean Quadir seeks to further strengthen Queen’s University’s extensive ‘eco-system’ that fosters globalism, inclusivity and diversity, makes Queen’s a pioneer in entrepreneurship and innovation, and advance a new vision of graduate education that values connectivity, community engagement and critical thinking based on empathy and respect for all.

Prior to joining Queen’s, Dr. Quadir served as Interim Dean and Associate Vice-President Graduate in the Faculty of Graduate Studies at York University, where he was a Professor of Development Studies. From July 2013 to May 2017, he held the position of an Associate Dean in the Faculty of Graduate Studies. He is the founding director of York University’s Graduate Program in Development Studies and its undergraduate program in International Development Studies. Previously, he held academic positions at St. Lawrence University in New York, Queen’s University at Kingston and the University of Chittagong in Bangladesh. He also taught at Dalhousie University in Halifax, Nova Scotia.

Professor Quadir specializes in International Development, International Relations and International Political Economy. He has edited/co-edited five books and published extensively in various international peer reviewed journals relating to South-South cooperation, emerging donors, aid effectiveness, good governance, civil society, democratic consolidation, transnational social movements, human security and regional development.

Dr. Quadir was the recipient of several SSHRC grants, the Fulbright Scholarship, SSHRC and Killam Postdoctoral Fellowships, Killam Memorial Scholarship, and the Social Science Research Council (SSRC, USA) Dissertation and Pre-Dissertation Fellowships. He has supervised numerous graduate students and both designed and taught a large number of graduate and undergraduate courses. In 2007, he was presented with the York University-Wide Teaching Award for teaching excellence from the full-time faculty category.