Dr. Nicole Barnes' previous experience teaching at-risk elementary school students in jeopardy of being retained has inspired her interest in developing processes and tools that improve teachers' classroom assessment practices. To do so, she draws on her expertise as an educational psychologist and teacher educator to investigate and expose the psychological underpinnings (e.g., beliefs, biases, epistemologies, strategy use) of teachers' classroom assessment practices so that they can be developed and taught to novices.

As part of her research program, Dr. Barnes has explored how teachers plan for assessment; create teacher-made tests, projects, and formative assignments; engage in analysis processes that result in informed and accurate inferences about students' knowledge and skills; craft feedback that advances learners' understandings and self-regulation; and use assessment information to inform instructional practices.

Dr. Barnes teaches courses in educational psychology, assessment, research methods & design, and quantitative analysis. She is a member of the doctoral faculty in Teacher Education and Teacher Development and co-directs the CaLM (Classroom Assessment, Learning and Motivation) lab.

Educational assessment; classroom assessment; teachers' data use; self-and co-regulated learning during assessment; instructional feedback; urban education.

Dr. Barnes teaches courses in educational psychology, assessment, research methods & design, and quantitative analysis. She is a member of the doctoral faculty in Teacher Education and Teacher Development and co-directs the CaLM (Classroom Assessment, Learning and Motivation) lab.