Dany Laveault

Dany Laveault

Measurement and Evaluation,
Faculty of Education,
University of Ottawa, Canada

Dany Laveault earns a Ph.D. in Psychology from Laval University (Quebec, 1981). He is currently a full professor in measurement and evaluation at the Faculty of Education, University of Ottawa and has served as Vice-Dean Research in this Faculty from 1998 to 2002. From 1993 to 2001, he directed the international scholarly publication “Revue de mesure et évaluation en éducation”. In 1995, he was awarded the Benoît Poulin price for outstanding contribution in educational evaluation. In 2002, DeBoeck released the second edition of his book on test theories. His research has focused on how assessment practices may be improved to develop students’ self-regulation skills including student self-motivation. He has published several papers on the role of student self-assessment on learning and on teachers’ professional judgment as it relates to the norms and standards of the teaching profession regarding classroom assessment. In 2012, the Faculty of Education (University of Ottawa) awarded him the prize of “Best researcher of the year”.


I have been a part of the Canadian team since 2005. My participation as a team member involves bringing in the perspectives of French-Canadians from Quebec as well as from outside Quebec to assessment policies, research and practice. As a scholar from Canada’s largest bilingual university, I am interested in the development of assessment for learning research and practice in both the Anglo-Saxon and the Francophone scientific traditions. My field of expertise is mostly centered on assessment of learning, whether it is used to support students’ learning – assessment for learning – or as an indicator of efficiency and as mean of regulating educational systems at all levels: for instance, curriculum evaluation, teacher evaluation, school evaluation.



Summative Assessment for Learning: How it May Impact Task Design


My research focuses on the factor limiting the contribution of assessment information to support learning and how tasks and activities can be designed to improve the relevance of assessment information for learning. It will do so by looking at different levels of domain specification and precision which will be referred as “fine-grained” and “large-grained” assessment, both being the result of the elaborateness and of the length of the cycle of assessment. Whether fine-grained or large-grained, assessment task design should consider the distal or proximal nature of instructional goals. SA and similar large-grained assessments have been unfortunately constrained to retrospective information which has resulted in domain impoverishment and prevented using SA prospectively in setting appropriate distal learning goals. Restricting SA to retrospective information and limiting formative assessment (FA) to proximal goals and fine-grained assessment may have limited teachers’ capacity to be flexible and creative in the development of a variety of assessment tasks. A better integration of SA and FA may contribute to the development of an enlarged theory of classroom assessment that would take into account domain precision, type of feedback and goal proximity in order to improve the design of assessment tasks in the support of learning.


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Faculty of Education, University of Ottawa webpage

Prix d’excellence en recherche 2012

Award for excellence in research 2012