Refereed
Journal Articles
Volante,
L. (in press). Assessment of, for, and as learning
within schools: Implications for transforming classroom
practice. Action in Teacher Education, 31(4).
Volante,
L., & Ben Jaafar, S. (in press). Assessment
reform and the case for learning-focused accountability.
Journal of Educational Thought, 43(2).
Volante,
L., Cherubini, L., & Drake, S. (in press).
Administrative perceptions of assessment literacy in schools.
International Electronic Journal for Leadership in Learning.
Volante,
L. (2009). Leadership in assessment and evaluation:
Perspectives from the field. International Journal of
Learning, 16(5), 91-100.
Volante,
L., & Fazio, X. (2009). Exploring teachers’
and administrators’ assessment literacy: Implications
for classroom practice and professional development. Journal
of the International Society for Teacher Education,13(2),
32-42.
Ciuffetelli-Parker,
D., & Volante, L. (2009). Responding
to the challenges posed by summative teacher candidate evaluation:
A collaborative self-study of practicum supervision by faculty.
Studying Teacher Education, 5(1), 33-44.
Volante,
L. (2008). Equity in multicultural student assessment.
Journal of Educational Thought, 42, 11-26.
Volante,
L. (2008). The impact of international comparison
testing in Canada. Journal of the International Society
for Teacher Education, 12(2), 17-20.
Volante,
L., & Ben Jaafar, S. (2008). Profiles of educational
assessment systems worldwide: Educational assessment in
Canada. Assessment in Education: Principles, Policy,
and Practice, 15(2), 201-210.
Volante,
L., Cherubini, L., & Drake, S. (2008). Examining
factors that influence school administrators’ responses
to large-scale assessment. Canadian Journal of Educational
Administration and Policy, 84. Full text with
be available [online]: http://www.umanitoba.ca/publications/cjeap/.
Ciuffetelli-Parker,
D., Fazio, X., Volante, L., & Cherubini,
L. (2008). Relationship matters: Negotiating and maintaining
partnerships in a unique teacher education program. Action
in Teacher Education, 30(3), 39-53.
Volante.
L. (2007). Educational quality and accountability
in Ontario: Past, present, and future. Canadian Journal
of Educational Administration and Policy, 58.
Full text [online]: http://umanitoba.ca/publications/cjeap/.
Volante,
L., & Cherubini, L. (2007). Connecting educational
leadership with multi-level assessment reform. International
Electronic Journal for Leadership in Learning, 11(12).
Full text [online]: http://www.ucalgary.ca/~iejll/.
Volante,
L., & Fazio, X. (2007). Exploring teacher candidates’
assessment literacy: Implications for teacher education
reform and professional development. Canadian Journal
of Education, 30(3), 749-770.
Volante,
L. (2006). An alternative vision for large-scale
assessment in Canada. Journal of Teaching and Learning,
4(1), 1-14.
Volante,
L. (2006). Essential elements in teacher education:
Pre-service student perspectives. Alberta Journal of
Educational Research, 52(2), 167-180.
Volante,
L. (2006). Principles for effective classroom assessment.
Brock Education Journal, 15(2), 134-147.
Volante,
L. (2006). Toward appropriate preparation for standardized
achievement testing. Journal of Educational Thought,
40(2), 129-144.
Volante,
L. (2005). Accountability, student assessment,
and the need for a comprehensive approach. International
Electronic Journal for Leadership in Learning, 9(6).
Full text [online]: http://www.ucalgary.ca/~iejll/.
Volante,
L., & Melahn, C. (2005). Promoting assessment
literacy in teachers: Lessons from the Hawaii School Assessment
Liaison Program. Pacific Educational Research Journal,
13(1), 19-34.
Volante,
L. (2004). Teaching to the test: What every educator
and policy-maker should know. Canadian Journal of Educational
Administration and Policy, 35. Full text [online]:
http://www.umanitoba.ca/publications/cjeap/.
Volante, L., & Earl, L. (2004). Assessing
conceptual orientations in teacher education programs. Essays
in Education, 10. Full text [online]: http://www.usca.edu/essays/.
Volante,
L., & Earl, L. (2002). Teacher candidates’
perceptions of conceptual orientations in their pre-service
program. Canadian Journal of Education, 27(4),
419-438.
Select
Conference Proceedings
Drake,
S., Reid, J., Beckett, D., & Volante, L.
(2010). Balancing accountability and capacity building:
The challenge of classroom assessment for administrators
and teachers in a systems context. Proceedings of the
International Congress for School Effectiveness and Improvement.
Kuala Lumpur, Malaysia: ICSEI.
Volante,
L. (2007). Evaluating test-based accountability
systems: An international perspective. Proceedings of
the Annual Meeting of the Association for Educational Assessment.
Stockholm: AEA Europe.
Volante,
L., & Cherubini, L. (2006). Assessment leadership
in an era of standards-based reform. In P. T. Begley, &
M. P. Begley (Eds.), The Moral Agency of the Educational
Leader: Selected Papers Presented at the 11th Annual Values
and Educational Leadership Conference. Pennsylvania
State University.
Volante,
L. (2004). Making theory and practice work together
within teacher education programs. Proceedings of the
2004 Hawaii International Conference on Education (pp.3744-3756).
Honolulu: East West Council for Education.
Volante,
L. (2004). Promoting organizational learning in
teacher education via participatory evaluation. Proceedings
of the 2004 Hawaii International Conference on Education
(pp.3729-3743). Honolulu: East West Council for Education.
Volante,
L. (2002). Conceptual orientations in teacher education:
Can they be measured? In L. A. Mountain (Ed.), Proceedings
of the 2002 Edward F. Kelly Evaluation Conference (pp.49-65).
New York: The Evaluation Consortium at Albany School of
Education.
Volante,
L. (2002). Teacher education reform and alternative
training models. In L. A. Mountain (Ed.), Proceedings
of the 2002 Edward F. Kelly Evaluation Conference (pp.66-75).
New York: The Evaluation Consortium at Albany School of
Education.
Volante,
L. (2001). Models of program evaluation: Where
is the future of evaluation heading? In K. W. Meuwissen
(Ed.), Proceedings of the 2001 Edward F. Kelly Evaluation
Conference (pp.13-23). New York: The Evaluation Consortium
at Albany School of Education.
Volante,
L. (2001). The practicum in teacher education:
Promises, problems and prospects. In K. W. Meuwissen (Ed.),
Proceedings of the 2001 Edward F. Kelly Evaluation Conference
(pp.51-56). New York: The Evaluation Consortium at Albany
School of Education.
Volante,
L. (2000). Bill 160: What are the implications
for the future of Ontario’s students? In J. L. Kirk
& R. F. Dugan (Ed.), Proceedings of the 2000 Edward
F. Kelly Evaluation Conference (pp.167-169). New York:
The Evaluation Consortium at Albany School of Education.
Volante,
L. (2000). The importance of collaboration and
distributed leadership in secondary schools. In P. T. Begley
(Eds.), Selected Papers Presented at the 5th Annual
Values and Educational Leadership Conference. Toronto,
ON: Concan Multimedia.
Technical
Reports
Klinger,
D., & Volante, L. (2009). Impact
Review of the Elementary Teachers’ Federation of Ontario’s
Classroom Assessment Workshop Series. Prepared for
the Elementary Teachers’ Federation of Ontario.
Alliston,
P., Brazeau, P., Greif, M., LeSage, A., Volante,
L., Weinberger, H. (In Alphabetical Order)
(2008). Accreditation Renewal: Redeemer University Consecutive
and Concurrent Programs of Professional Education.
Prepared for the Ontario College of Teachers Accreditation
Committee.
Brazeau,
P., Featherstone, L., Ouellette, Volante, L.,
& Watson, D., & White, G. (In Alphabetical
Order) (2007). Review for Initial Accreditation:
Wilfred Laurier University Primary/Junior Consecutive Program.
Prepared for the Ontario College of Teachers Accreditation
Committee.
Hough,
G., King, B., Lynarczyk., C., Matheson, W., Ouellette, J.,
Volante, L., & White, G. (In
Alphabetical Order) (2007). Review for Initial
Accreditation: State University of New York at Potsdam -
Master of Science in Teaching Program. Prepared for
the Ontario College of Teachers Accreditation Committee.
Brazeau,
P., Hough, G., Sheehan, N., Slack, P., Volante,
L., & Watson, L. (In Alphabetical Order)
(2006). Review for Initial Accreditation: OISE/UT
Concurrent Program of Professional Education. Prepared
for the Ontario College of Teachers Accreditation Committee.
Volante,
L. (2005). Quebec Education Program: Evaluation
of the Secondary English Language Arts Curriculum.
Prepared for the Quebec Ministry of Education - School Programme
Commission.
Melahn,
C., & Volante, L. (2004). Evaluation
of the Hawaii Department of Education School Assessment
Liaison Program: Final Report. Honolulu: Curriculum
Research and Development Group, University of Hawaii.
Earl,
L., Levin, B., Leithwood, K., Fullan, M., Watson, N., Torrance,
N., Jantzi, D., Mascall, B., & Volante, L.
(2003). England’s National Literacy and Numeracy
Strategies: Final Report of the External Evaluation of the
Implementation of the Strategies. England: Department
for Education and Skills.
Book
Reviews
Volante,
L. (2009). [Review of the book Assessment of
Learning (2007)]. Assessment in Education, 16(2),
255-257.
Volante,
L. (2007). [Review of the book Accountable
Teacher Evaluation: Toward Highly Qualified and Competent
Teachers (2004)]. Journal of Educational Administration,
45(3), 348-350.
Volante,
L. (2005). [Review of the book Towards Coherence
between Classroom Assessment and Accountability: 103rd Yearbook
of the National Society for the Study of Education, Part
II (2004)]. Canadian Journal of Education,
28(3), 558-561.
Non-Refereed
Journal Articles
Volante,
L. (2008). Testing achievement. Education Today,
8, 22-23.
Volante,
L. (2007). Standards-based reform: Can we do better?
Education Canada, 47(1), 54-56.
Volante,
L. (2006). Reducing bias in classroom assessment
and evaluation. Orbit, 36(2), 34-36.
Other
Publications
Ontario
Ministry of Education (2008). Growing Success: Assessment,
Evaluation, and Reporting - Improving Student Learning.
Sections of my article “Reducing bias in classroom
assessment and evaluation” reprinted on pp. 2-ii &
2-iii. Toronto, ON: Queen’s Printer for Ontario.
