University of Calgary

Kim Koh

  • Associate Professor

Currently Teaching

Profile

Dr. Koh grew up in Malaysia and had taught psychology, educational assessment, and research methods courses in various cultural contexts. She was a lecturer in clinical child psychology but went on to complete her doctoral study in educational measurement, assessment, and research methodology at the University of British Columbia in 2004. Prior to joining the University of Calgary in 2013, she was an assistant professor with the Centre for Research in Pedagogy and Practice, and the Curriculum, Teaching, and Learning Academic Group at the National Institute of Education, Nanyang Technological University in Singapore. Currently, Dr. Koh is teaching both undergraduate and graduate courses in classroom assessment. She also serves on the Editorial Board of the Journal of Early Childhood Literacy.

Research & Scholarly Activity

Dr. Koh’s research focuses on authentic assessment task design and its impacts on students’ engagement in learning, teachers’ assessment literacy and professional development, teachers’ judgment and moderation practice in school-based assessment, and teachers’ conceptions of assessment across different sociocultural contexts. In addition, she is interested in the areas of test development and validation, online diagnostic assessment, and digital portfolios. Working with Professors Allan Luke and Scott Paris, she has co-developed the Singaporean Diagnostic Reading Assessment, which serves as a formative assessment tool to enhance the quality of reading instruction for young children.

Current Projects:

  • Understanding Preservice and Inservice Elementary Teachers’ Assessment Literacy and Conceptions of Assessment (URGC Seed Grant)
  • Building Teachers’ Capacity in Authentic Assessment and Assessment for Learning (AACES Grant) – a collaborative research project with Ms. Judi Hadden, Calgary Girls’ School

Education

PhD
The University of British Columbia

MA
The National University of Malaysia

BA (Hons.)
The National University of Malaysia

Professional & Community Affiliations

Dr. Koh offers her expertise in assessment to the schools in Singapore and the Philippines. She has also provided her technical advice to the UNESCO’s literacy assessment project and serves as a consultant for the Singapore Centre for Chinese Language to develop the first Chinese Language Oral Proficiency Diagnostic Assessment Tool. She is currently working with the Principal and teachers in a Calgary charter school to document their success journey to a whole-school assessment for learning practice.

  • Canadian Society for the Study of Education (CSSE)
  • American Educational Research Association (AERA)
  • International Association for Educational Assessment (IAEA)

Publications

Koh, K. (in press). Authentic assessment, teacher judgment and moderation in a context of high accountability. In C. Wyatt-Smith, V. Klenowski, & P. Colbert (Eds.), The enabling power of assessment. Heidelberg: Springer.

Koh, K. (2012). Teachers’ assessment literacy and student learning in Singapore mathematics classrooms. In B. Sriraman, J. Cai, K. Lee, L. Fan, Y. Shimuzu, C.S. Lim, & K. Subramanian (Eds.), The first sourcebook on Asian research in mathematics education: Korea, Singapore, China, Japan, India and Malaysia. The Montana Mathematics Enthusiast: Monograph Series in Mathematics Education. Charlotte, NC: Information Age Publishing.

Koh, K., Tan, C., & Ng, P.T. (2012). Creating thinking schools through authentic assessment: The case in Singapore. Educational Assessment, Evaluation and Accountability, 24(2), 135-149.

Koh, K. (2011). Improving teachers’ assessment literacy through professional development. Teaching Education, 22(3), 255-276.

Koh, K., & Luke, A. (2009). Authentic and conventional assessment in Singapore schools: An empirical study of teacher assignments and student work. Assessment in Education: Principles, Policy & Practice, 16(3), 291-318.

Koh, K., & Zumbo, B. (2008). Multi-group confirmatory factor analysis for testing measurement invariance in mixed item format data. Journal of Modern Applied Statistical Methods, 7(2), 471-477.

Ercikan, K., & Koh, K. (2005). Examining the construct comparability of the English and French versions of TIMSS. International Journal of Testing, 5(1), 23-35.

Awards

  • Canadian Commonwealth Scholarship
  • R. Howard Webster Foundation Fellowship
  • UBC University Graduate Fellowship
  • AERA Division D Graduate Student Representative Travel Award
  • Partner of Teachers Network Award
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