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Centre for Assessment Research, Policy and Practice in Education (CARPE)

Graduate Students

Full-Time PhD Students

Anastasios KarakolidisAnastasios Karakolidis was Prometric PhD candidate at CARPE for the period 2016-2019.  He holds a B.A. in Primary Education Teaching from the University of Ioannina, Greece, and an M.Sc. in Quantitative Methods and Statistical Analysis in Education from Queen's University, Belfast.  Anastasios is involved in a series of research projects in CARPE. He is also a member of the research team responsible for the Programme for International Student Assessment (PISA) reports for Greece. Anastasios has given a series of lectures on research methodology and advanced statistical techniques (e.g. multilevel modelling) to Master's students and academic staff. His research interests include research methodology, statistical analysis, measurement, assessment, testing and large-scale international studies. Anastasios has published papers in peer-reviewed scientific journals and presented at various international conferences.

PhD working title: Animated Videos in Assessment: A Comparison Study of Validity Evidence from and Test-Takers’ Reactions to an Animated and a Text-Based Version of a Situational Judgement Test

Supervisors: Prof. Michael O’Leary, Dr. Darina Scully   

Date Completed: November 2019

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Vasiliki PitsiaVasiliki Pitsia is a PhD candidate working in collaboration with CARPE and the IoE. Her research is funded by the Irish Research Council under the Government of Ireland Postgraduate Programme. She holds a Bachelor of Education (BEd) from the University of Ioannina, Greece and an MSc in Quantitative Methods and Statistical Analysis in Education from Queen's University Belfast, UK. Vasiliki has worked as a researcher both in Greece and Ireland and as a consultant at the World Bank group. She has been successful in receiving research funding from the Geary Institute, University College Dublin and she was a member of the research team responsible for developing the first Greek national report for the Programme for International Student Assessment (PISA) 2015. Alongside her studies, Vasiliki is a part-time lecturer in research methodology and advanced statistical techniques within the IoE and as part of the University of Patras and National and Kapodistrian University of Athens online MSc programme ‘Interdisciplinary Approach to Science, Technology, Engineering and Mathematics - STEM in Education’. Her broader research interests include research methods, statistical analysis, and educational assessment, with a focus on large-scale international and national studies. Vasiliki has published her research in peer-reviewed academic journals and has presented at various national and international conferences.

PhD working title: Building the profile of primary and post-primary students at the upper levels of achievement in mathematics and science in Ireland: An in-depth and longitudinal analysis of national and international assessment data
Supervisors: Prof. Michael O'Leary, Dr. Gerry Shiel, Dr. Zita Lysaght  
Progress on the thesis: 3rd year

Publications in peer-reviewed academic journals:

Pitsia, V., & Mazzone, A. (n.d.). The association of individual and contextual variables with bullying victimisation: A cross-national comparison between Ireland and Lithuania. Manuscript submitted for publication.

Pitsia, V., & Kent, G. (n.d.). School readiness of five-year-old children from socio-economically disadvantaged areas: Evidence from the Preparing for Life evaluation. Manuscript submitted for publication

Scully, D., Pitsia, V. & Karakolidis, A. (2019). Exploring the interpersonal dimension of teaching in an Irish post-primary context. Irish Educational Studies. https://doi.org/10.1080/03323315.2019.1697947 

Karakolidis, A., Pitsia, V., & Emvalotis, A. (2019). The case of high motivation and low achievement in science: What is the role of students’ epistemic beliefs? International Journal of Science Education41(11), 1457–1474. https://doi.org/10.1080/09500693.2019.1612121

Kent, G., & Pitsia, V. (2018).  Gender differences in cognitive development and school readiness: Findings from a randomised controlled trial of children from communities of socio-economic disadvantage in Ireland. Children's Reseach Digest, 5 (3). ISSN 209—728X

Kent, G., Pitsia, V., & Colton, G. (2018).  Cognitive development during early childhood: insights from families living in areas of socio-economic disadvantage.  Early Child Development and Care. https://doi.org/10.1080/03004430.2018.1543665

Kent, G., & Pitsia, V. (2018).  A comparison of the home learning environment of families at risk of socio-economic disadvantage to national norms in Ireland. Irish Educational Studies, 37(4), 505-521. https://doi.org/10.1080/03323315.2018.1471409

O'Leary, M., Scully, D., Karakolidis, A., & Pitsia, V. (2018).  The state-of-the-art in digital technology-based assessment.  European Journal of Education, 53(2), 160-175. https://doi.org/10.1111/ejed.12271

Pitsia, V., Biggart, A., & Karakolidis, A. (2017). The role of students’ self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data. Learning and Individual Differences55, 163– 173. https://doi.org/10.1016/j.lindif.2017.03.014

Karakolidis, A., Pitsia, V., & Emvalotis, A. (2016). Examining students’ achievement in mathematics: A multilevel analysis of the Programme for International Student Assessment (PISA) 2012 data for Greece. International Journal of Educational Research79, 106–115. https://doi.org/10.1016/j.ijer.2016.05.013

Karakolidis, A., Pitsia, V., & Emvalotis, A. (2016). Mathematics low achievement in Greece: Α multilevel analysis of the Programme for International Student Assessment (PISA) 2012. Themes in Science and Technology Education9(1), 3–24.

Pitsia, V., Karakolidis, A., & Emvalotis, A. (2016). Attempting interdisciplinary approaches in education by using Google Earth (in Greek). Education Sciences, 3, 177-197.

Contributing author:

Marron, S., Murphy, F., Carty, C., Gallagher, J., Vecchione, H., Steel, E., & Scheuer, C. (2019). DIPPE Intellectual Output 1 – Recommendation document on disentangling inclusive primary physical education. Dublin City University.

O' Leary, M., Lysaght, Z., Nic Craith, D., & Scully, D. (2019). Standardised testing in English reading and Mathematics in the Irish primary school: A survey of Irish primary teachers. Dublin: Dublin City University. Centre for Assessment Research, Policy and Practice in Education and the Irish National Teachers' Organisation. 

Conference papers/presentations:

Lehane, P., Pitsia, V., & Karakolidis, A. (2020). Exploring primary school teachers' use of assessment data in an Irish context. Paper submitted for publication at the 21st Annual Meeting of the Association for Educational Assessment (AEA) – Europe, Dublin, Ireland.

Pitsia, V. (2020). Using PISA data to examine high-achieving students’ characteristics. Paper submitted for publication at the 21st Annual Meeting of the Association for Educational Assessment (AEA) – Europe, Dublin, Ireland. (Conference Cancelled).

Pitsia, V., O’Leary, M., & Shiel, G. (2020). A multilevel binary logistic regression analysis of mathematics and science achievement in TIMSS 2015 in an Irish post-primary context. Paper submitted for publication at the European Conference on Educational Research 2020. (Conference Cancelled).

Lehane, P., Pitsia, V., & Karakolidis, A. (2020). Identifying factors predicting teachers’ use of assessment data: Findings from a national large-scale survey of primary teachers in Ireland. Paper submitted for publication at the European Conference on Educational Research 2020. (Conference Cancelled).

Pitsia, V. (2020). Characteristics of high achievers: A multilevel logistic regression analysis of PISA mathematics and science data. Paper accepted for publication at the American Educational Research Association (AERA) 2020 Annual Meeting. (Conference Cancelled).

Pitsia, V., Lysaght, Z., Shiel, G., & O’Leary, M. (2020). Are we meeting the needs of high achievers? A closer look at PISA, TIMSS and PIRLS data for Ireland. Paper accepted for publication at the Educational Studies Association of Ireland Conference 2020. (Conference Cancelled).

Pitsia, V., O’Leary, M., Shiel, G., & Lysaght, Z. (2019, November). What do international large-scale assessments tell us about high achievement in mathematics and science, with specific reference to Ireland and some comparison countries? Paper presented at the 20th Annual Meeting of the Association for Educational Assessment (AEA) – Europe, Lisbon, Portugal.

Pitsia, V., Karakolidis, A., & Shiel, G. (2019, June). High achievement in mathematics and science: A multilevel analysis of TIMSS 2015 data for Ireland. Paper presented at the 8th International Association for the Evaluation of Educational Achievement (IEA) International Research Conference (IRC-2019), Copenhagen, Denmark.

Kent, G., & Pitsia, V. (2018, December). Gender differences in cognitive development and school readiness: Findings from a randomised controlled trial of children from communities of socio-economic disadvantage in Ireland. Paper presented at the Annual conference of the Children's Research Network 2018, Dublin, Ireland.

Pitsia, V., & Kent, G. (2018, November). Variations in perceptions of five-year-old children’s school readiness among parents and teachers. Paper presented at the 11th Annual International Conference of Education, Research and Innovation (pp. 8426-8435). https://doi.org/10.21125/iceri.2018.0535

Kent, G., Pitsia, V., & Colton, G. (2018, November). Preparing for the transition to primary school; predictors of school readiness behaviours of five-year-old children from areas of socio-economic disadvantage. Paper presented at the 48th Annual Conference of the Psychological Society of Ireland, Wexford, Ireland.

Pitsia, V., Karakolidis, A., Sofianopoulou, C. & Emvalotis, A. (2018, October). Risk factors for early school leaving in Greece. Paper presented at the ESA/RN27 Mid-term Conference 2018, Catania, Italy.

Karakolidis, A., & Pitsia, V. (2018, September). Transforming situational judgement tests through the use of animated simulations. Paper presented at the Europe Association of Test Publishers Conference, Athens, Greece.

Kent, G., Pitsia, V., & Colton, G. (2018, September). Accounting for differences in cognitive development at four years of age; a preliminary investigation. Paper presented at the British Psychological Society Developmental Psychology Section Annual Conference 2018, Liverpool, United Kingdom.

Kent, G., Pitsia, V., & Colton, G. (2018, June). Findings from an exploration of the Preparing for Life data as part of a research study funded under the Children’s Research Network Prevention and Early Intervention Research Initiative. Paper presented at the Early Learning Initiative Early Years’ Conference, Dublin, Ireland.

Stemler, S., Elliott, J., O’Leary, M., Scully, D., Karakolidis, A., & Pitsia, V. (2018, April). A cross-cultural study of high school teachers’ tacit knowledge of interpersonal skills. Paper presented at the American Educational Research Association (AERA) 2018 Annual Meeting. Available at: http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository/Owner/107794

Kent, G., & Pitsia, V. (2017, November). How do the home learning environment experiences in Ireland vary across diverse backgrounds? Paper presented at the 47th Annual Conference of the Psychological Society of Ireland, Limerick, Ireland.

Pitsia, V., & Kent, G. (2017, November). Which factors can predict students’ problem-solving skills? The case of nine-year olds in Ireland. Paper presented at the Growing Up in Ireland Annual Research Conference 2017, Dublin, Ireland.

Pitsia, V., Karakolidis, A., Emvalotis, A., & Sofianopoulou, C. (2017, March). Analysing performance in mathematics: The case of immigrant students. Paper presented at the 11th Annual International Technology, Education and Development Conference (pp. 4829–4835). https://doi.org/10.21125/inted.2017.1127

Reports:  

Sofianopoulou, C., Emvalotis, A., Karakolidis, A., & Pitsia, V. (2019). An analysis of PISA 2015 data: Factors that influence Greek students’ performance (in Greek). diaNEOsis - Research and Policy Institute.

Sofianopoulou, C., Emvalotis, A., Pitsia, V. & Karakolidis, A. (2017).  Report on the Findings from the Programme for International Student Assessment (PISA) 2015 for Greece.  Athens: Institute of Educational Policy

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Paula LehanePaula Lehane is a PhD candidate at CARPE. Formerly a Prometric PhD candidate at CARPE (2018), her research is now funded by the Irish Research Council under the Government of Ireland Postgraduate Programme. She graduated from Mary Immaculate College (University of Limerick) with a first class honours degree in Education and Psychology in 2011. She completed her Postgraduate Diploma in Special Educational Needs (SEN) at University College Dublin in 2015 and completed her Masters in Education in Additional Support Needs (ASN) there in 2016. She was previously the SEN and IT Co-Ordinator of a large urban primary school and has taught all class levels within the primary sector. Alongside her studies and work as a teacher, Paula has been employed as a research supervisor and guest lecturer in UCD, delivering inputs on topics including collaborative instruction, response to intervention approaches and the use of statistics and digital tools in schools. She assisted UCD's development of an online course for Irish teachers on the topic of Inclusive Assessment to allow Special Education Teachers to be more confident in the use of norm referenced and standardised tests. Paula has also facilitated courses on the use of digital resources for the Professional Development Service for Teachers (PDST). Her research interests include SEN, school-based assessment practices and technology-based assessments.  

PhD Working Title: Multimedia Items in Technology-Based Assessments (TBAs) 
Supervisors: Prof. Michael O'Leary, Prof. Mark Brown, Dr. Darina Scully 
Progress on the Thesis: 2nd year 

Publications in peer-reviewed academic journals:

Nigam, Y., Humphries, I. & Lehane, P. (2020). Could Maggot Therapy be taught in Primary Schools? Journal of Biological Education. https://doi.org/10.1080/00219266.2020.1748686

Lehane, P. (2019). What Makes a Difference for Candidates Taking Computer-based Tests? Issues Surrounding Device Comparability and User Interface Modifications. CLEAR Exam Reviewhttps://www.clearhq.org/page-1721345#winter19

Lehane, P. & Senior, J. (2019). Collaborative teaching: Exploring the impact of co-teaching practices on the numeracy attainment of students with and without special educational needs. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2019.1652439 

Contributing author:

O' Leary, M., Lysaght, Z., Nic Craith, D., & Scully, D. (2019). Standardised testing in English reading and Mathematics in the Irish primary school: A survey of Irish primary teachers. Dublin: Dublin City University. Centre for Assessment Research, Policy and Practice in Education and the Irish National Teachers' Organisation. 

Conference papers/presentations:

Lehane, P., Pitsia, V., & Karakolidis, A. (2020). Identifying factors predicting teachers’ use of assessment data: Findings from a national large-scale survey of primary teachers in Ireland. Paper submitted for publication at the European Conference on Educational Research 2020.

Lehane, P., Lysaght, Z. & O'Leary, M. (2020) The Interview as a Selection Mechanism for Entry into Initial Teacher Education: A Review of the Literature and Recommendations for Practice. Paper submitted for publication at the Educational Studies Association of Ireland.

Lehane, P. (2019, November). Designing Digital Assessments: Factors to Consider when Developing Computer-Based Exams. Paper presented at the World Conference of Online Learning (WCOL) conference, Dublin, Ireland.

Lehane, P. (2019, September). Considering ‘Emotional Intelligence’ in Certification and Licensure Testing. Paper presented at the European Association of Test Publishers (E-ATP) Conference, Madrid, Spain.

Lehane, P. (2019, April). Assessment 2.0: Factors to consider when developing technology-based assessment. Paper presented at the Educational Studies Association of Ireland (ESAI) conference, Sligo, Ireland. 

Lehane, P. & Kuan, L. (2019, March). Finding a suitable task analysis for developing competency-based statements. Paper presented at the  Association of Test Publishers (ATP) Conference, Orlando, United States.

Lehane, P. & Waters, L. (2019, March).  What makes a difference for candidates taking computer-based tests? The impact of devices and user interface tools. Paper presented at the  Association of Test Publishers (ATP) Conference, Orlando, United States.

Lehane, P. (2018, September).  Device Comparability – Does it matter what device is used to administer assessments?  Paper presented at the European Association of Test Publishers (E-ATP) Conference, Athens, Greece. 

Reports:

Lehane, P. (2019). Leaving Certificate Computer Science - FaCtors to consider when developing a computer-based exam. National Council for Curriculum and Assessment.

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Conor Scully

Conor Scully is the Prometric PhD candidate at CARPE (2019-). He holds a BA in philosophy, political science, economics, and sociology from Trinity College Dublin and an MSc in sociology from the University of Amsterdam. His masters thesis research was on the presentation of heterosexuality in Irish secondary school aged boys. His research interests include gender, sexuality, education, and their intersection. Conor is completing this first year of his doctoral work. His thesis will focus on the issue of inter-rater reliability in the Objective Structured Clinical Examinations. He will work with the School of Nursing in DCU in order to carry out his research.

PhD Working Title: Inter-rater reliability and validity in the Objective Structured Clinical Examination
Supervisors: Prof. Michael O'Leary, Mary Kelly & Zita Lysaght
Progress on the Thesis: 1st year

Reports:

Szendey, O., O'Leary, M., Scully, C., Brown, M., & Costello, E. (2020). Virtual Learning Environments and Digital Tools for Implementing Formative Assessment of Transversal Skills in STEM.  ATS STEM Report #4. Dublin: Dublin City University

Part-Time PhD Students

Marie Darmody

Marie Darmody is a secondary teacher completing an EdD at the Institute of Education. Her doctoral work focused on secondary school teacher’s conceptions of assessment. In 2015 Marie was awarded a bursary from the National Council for Curriculum and Assessment (NCCA) to support her research.

Date Completed: November 2018

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Deirdre DennehyDeirdre Dennehy is a part-time PhD student at CARPE. She holds a Bachelor of Education in Education and Psychology and a Masters of Education from Mary Immaculate College (University of Limerick). Deirdre is currently in the first year of her doctoral work and her thesis will focus on the assessment of emotional intelligence within a problem-solving and technological environment. Her research interests include the use of digital assessment tools, standardised assessment and the assessment of well-being. Deirdre works as a primary school teacher and has taught a range of classes across the primary sector. 

PhD Working Title: Embedding the Assessment of Emotional Intelligence within Collaborative Problem-Solving Tasks: An Exploratory Study
Supervisors: Prof. Michael O'Leary, Dr. Zita Lysaght
Progress on the Thesis: 1st year 

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Sylvia Denner

Sylvia Denner is a part-time PhD candidate at CARPE.  She holds an M.Soc.Sc. from University College Dublin and a Higher Diploma in statistics from Trinity College Dublin.  Sylvia works in the Educational Research Centre, where she is currently working on PISA 2018.  She was also one of the authors on the PISA 2015 report.  


PhD Working Title: 
What is the impact on student performance in reading, mathematics and science in PISA when students in age-based samples are tested at different times of the year (i.e. autumn vs. spring testing), and what variables can explain the impact?  
Supervisors: Prof. Michael O'Leary, Dr. Gerry Shiel 
Progress on the thesis: 1st year 

M.Phil Students

Lorcan CoyleLorcan Coyle is a primary teacher completing an EdD at the Institute of Education. His doctoral research sought to capture the chronological narrative of Assessment for Learning (AfL) implementation in an Irish primary school. 

Date Completed: November 2019