Ahmed Moussa completed his medical degree (2004) and paediatric training at Université de Montréal, Quebec, and his Neonatal-Perinatal Medicine training (2009) at University of British Columbia, Vancouver, BC. He also completed a Masters in Medical Education (2015) at Dundee University, Scotland. Dr Moussa is a neonatologist at CHU Sainte-Justine, educator and Assistant Professor of Paediatrics at Université de Montréal and medical education researcher at CHU Sainte-Justine Research Center (FRQS Junior 1). He is the program director of the Neonatal-Perinatal Medicine training program at Université de Montréal, the research director at the Mother-Child Simulation Center at CHU Sainte-Justine, and the co-director of the Health Sciences Education Research Unit at CHU Sainte-Justine. He is an active member of national and international simulation networks (Canadian Paediatric Simulation Network, International Network for Simulation-based Pediatric Innovation, Research and Education). His research focuses on simulation-based training, procedural skills and communication training. (Click to find out more.)
Carla Barroso da Costa is a professor in the department of education and pedagogy at Université du Québec à Montréal, an appointment she has held since 2015. Her research relates directly to the testing and evaluation field, and touches on issues of learning efficiency and quality as well as teaching practices, studied through quantitative research methods. Most recently, her research has addressed teacher commitment and assessment practices as they relate to learning approaches in academia. She is a current member of ADMÉE-Canada and Observatoire interuniversitaire sur les pratiques innovantes d’évaluation des apprentissages (OPIÉVA). (Click to find out more.)
Diane Leduc is a professor in the department of didactics at Université du Québec à Montréal, and the director of Observatoire interuniversitaire sur les pratiques innovantes d’évaluation des apprentissages (OPIÉVA). Her interests include university pedagogy, professor training, pedagogical practices and learning assessment, particularly within the art context. With a background in architecture and a Ph.D. in the study and practice of arts, as well as two postdoctoral trainings in the didactics of higher education, her professional background attests to her broad perspective on the various disciplines she comes in contact with. A recipient of several arts and research grants, she gets involved on a regular basis in various cultural, educational and community organizations. (Click to find out more.)
Gilles Raîche is a professor in the department of education and pedagogy at Université du Québec à Montréal, an appointment he has held since 2004. He was previously director of the Mesure et évaluation en éducation journal, then editor-in-chief of Revue des sciences de l’éducation, and is now in charge of the “Mesure et évaluation” collection at Presses de l’Université du Québec. He was also director of the Ph.D. in education program at Université de Moncton, and director of the master’s degree in education program at Université du Québec à Montréal. He is currently director of Collectif pour le développement et les applications en mesure et évaluation (Cdame). He is particularly interested in the development and applications of nonlinear factor analysis, as informed by item response theory. This area of interest includes adaptive testing and inappropriate response pattern detection. (Click to find out more.)
Isabelle Nizet is an associate professor in the department of pedagogy in Université de Sherbrooke’s faculty of education. In charge of the assessment courses aimed at practicing teachers and future secondary school teachers, she also provides university professors and lecturers with skill assessment training.
Her work deals with the development of individual assessment-related knowledge on every level of education. She is actively involved in the continuous training of teachers working in the Quebec adult education sector, a field in which she has a renowned expertise.
Her current research focuses on the effects of online teaching assessment on the professional development of university instructors (co-researcher, 2017-2018 SSHRC institutional grant), and on the development of innovative assessment practices in indigenous school environments, especially with regards to reading and writing skill acquisition (co-researcher, FQRSC, 2017-2020). She is currently conducting research on the epistemological dimensions of collaborative action, as part of her research on training (Université de Sherbrooke/Ifé-Lyon partnership, 2016-2018). (Click to find out more.)
Michel Desmarais is a full professor in the department of computer engineering at École Polytechnique de Montréal. The fields he has worked in include learning environments, human-computer interaction, and artificial intelligence. After completing a Ph.D. in psychology at Université de Montréal, he spent about ten years in charge of a research team in the Computer Research Institute of Montréal. He then held various management and research and development positions in a company specialized in web app development. Since 2002, at Polytechnique de Montréal, he has been conducting research mainly in the field of knowledge modeling for learning environments. He has been editor of the JEDM journal since 2013, and is deeply involved in the learning data analytics (EDM) and user modeling (UMUAI, UMAP) communities. (Click to find out more.)
Micheline-Joanne Durand is a professor in the department of administration and education fundamentals in Université de Montréal’s faculty of education. She is in charge of the professional skill assessment programs (microprogram, SSHGD and masters in education) and director of Laboratoire en évaluation des apprentissages et des compétences, where she has been supervising more than 30 graduate students for ten years. Her academic background and her teaching experience are two reasons why she gets involved in schools, professional environments, and in government settings. She is also involved in research and training in several universities abroad, whether in Central America, South America, Africa, Europe or Asia. She has coedited two books for Éditions Marcel Didier, of which more than 14,000 copies have been printed, and which are aimed at education students as well as teachers and professionals in charge of assessment. Her current research interests include language skill assessment, innovative assessment instruments, and the integration of ICT and differentiated education devices (following the UDL model) in assessment approaches, from preschool to university. (Click to find out more.)
Nathalie Loye is a professor specialized in testing and assessment at Université de Montréal, an appointment she has held since 2008. A member of GRIÉMÉtic since 2008, she became head of the organization in 2017 and built a new team around her. Her work focuses on diagnostic assessment, and addresses among other issues the conditions making diagnostic assessment possible, as well as the psychometric models used for analyzing the data produced by diagnostic tests. She is broadly interested in testing models, such as diagnostic classification models (DCMs), the Rasch model and the various models derived from item response theory (IRT). Validity is one of her primary concerns, ranging from definitional issues to implementing validation processes. Her preferred application fields are those of education and health science training. She has a wide expertise in research methodology, including joint research protocols. (Click to find out more.)
Sébastien Béland is an assistant professor in the department of administration and education fundamentals at Université de Montréal. His research interests are based on two main areas of focus: testing in the field of education, and learning assessment in arts curriculums, at the post-secondary level. (Click to find out more.)
Sylvie Fontaine was previously director of teacher training programs (2012-2015) and graduate studies (2006-2008) in the department of education at Université du Québec en Outaouais. She currently teaches the learning assessment course at the undergraduate level, as well as research development courses for graduate students in education. She has participated in or directed research on teacher preparation in New Zealand and in Quebec. Her current research focuses on fraud in academia—i.e. plagiarism and cheating—, as well as the development of learning assessment skills among teachers. (Click to find out more.)