Professor
Department of Educational Counselling and Psychology, and Special Education (ECPS)
Dr. Ercikan’s research focuses on educational assessment and research methods in education. Her research on educational assessment has informed and impacted to make decisions about individual examinees, to evaluate schools, to make policy decisions, to compare the effectiveness of education systems in different countries and to conduct research on education. In the area of research methods, her research proposes new conceptualizations of data construction and generalization.
Contributions:
Ercikan, K., & W.-M. Roth (Eds.) (2009). Generalizing from Educational Research: Beyond Qualitative and Quantitative Polarization. New York: Routledge. This book was awarded the AERA Division D Significant Contributions to Measurement and Research Methodology Award.
Ercikan, K., & Roth, W-M. (2014). Limits of generalizing in education research: Why Criteria for Research Generalization should include population heterogeneity and users of knowledge claims. Teachers College Record, 116 (5), 1-28.
Ercikan, K., Arim, R.,G., Law, D. M., Lacroix, S., Gagnon, F., & Domene, J. F. (2010). Application of think-aloud protocols in examining sources of differential item functioning. Educational Measurement: Issues and Practice, 29, 24-35.
Ercikan, K., & Roth, W-M. (2006). What good is polarizing research into qualitative and quantitative? Educational Researcher, 35, 14-23.
Ercikan, K., McCreith, T., & Lapointe, V. (2005). Factors associated with mathematics achievement and participation in advanced mathematics courses: An examination of gender differences from an international perspective. School Science and Mathematics Journal, 105, 11-18.
Keywords:
Educational assessment; International assessments; Validity and fairness; Educational measurement; Research methodology; Research generalization; Evaluation.
kadriye.ercikan@ubc.ca
Departmental profile page
Departmental profile page