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David Baidoo-Anu
PhD

Assistant Professor

Faculty of Education

LinkedIn

Contact information

Charles Hall Downtown Oshawa
61 Charles Street
Oshawa, ON L1H 4X8

905.721.8668

david.baidooanu@ontariotechu.ca

Bio

David Baidoo-Anu, PhD, is Assistant Professor of Assessment and Evaluation in the Frazer Faculty of Education at Ontario Tech University. His research is situated at the intersection of educational assessment, measurement, evaluation, equity, and generative artificial intelligence (GenAI) in education. He is particularly committed to advancing justice-oriented, inclusive, and socio-culturally responsive approaches to assessment and measurement that promote student success across diverse educational contexts, especially in the age of GenAI. As a World Bank Group Africa Fellow in Education, he contributed to advising national education systems on equitable assessment reform, large-scale assessment frameworks, data-informed decision-making, teacher development, and policies aimed at strengthening inclusive, high-quality education. He has also contributed to assessment, research, and evaluation initiatives within Ontario district school boards, including the York Region District School Board and the Ottawa-Carleton District School Board. Dr. Baidoo-Anu holds a PhD in Education, with a specialization in Assessment, Measurement, and Evaluation, from Queen’s University. He also holds a Master of Philosophy in Measurement and Evaluation and a Bachelor of Science in Psychology from the University of Cape Coast, Ghana.

For more information: 

Research and expertise

  • Educational assessment and evaluation
  • Justice-oriented Measurement
  • Inclusive and socio-cultural responsive assessment
  • Generative artificial intelligence (GenAI) in education
  • Equity and student success
  • Teacher education and professional learning
  • Educational policy and reform
  • Racialized students' educational experiences and opportunities 
  • Social capital and social networks

Baidoo-Anu, D., & DeLuca, C. (2025). Do students perceive assessment differently? Exploring the diverse ways students conceive assessment and its impact on their assessment experiences and engagement. Education Inquiry, 1–24. https://doi.org/10.1080/20004508.2025.2519831 

Baidoo-Anu, D., DeLuca, C., Cooper, A., & Chahine, S. (2025). Understanding the diverse ways teachers approach classroom assessment in an examination-oriented educational system. International Journal of Educational Development, 117(10), 33-36.
https://doi.org/10.1016/j.ijedudev.2025.103336 

Quainoo, E.A, Asamoah, D., Baidoo-Anu, D., Ye, J., & Akuamoah Boateng, C. (2025). Examining profiles of classroom assessment literacy among basic school teachers. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2558163 

Raji, M. O., & Baidoo-Anu, D. (2025). Socioculturally responsive post-secondary entrance examination: Implications for equitable assessment design in Sub-Saharan Africa. In Socioculturally responsive assessment (pp. 399-414). Routledge. https://doi.org/10.4324/9781003435105-22  

Baidoo-Anu, D., Asamoah, D., & Raji, M. (2025). Innovative applications of generative
AI in classroom assessment: A scoping review. In S. Sabbaghan (Ed.), Navigating generative AI in higher education: Ethical, theoretical and practical perspectives (pp. 72-91). https://doi.org/10.4337/9781035337873.00009 

Baidoo-Anu, D., Asamoah, D., Amoako, I., & Mahama, I. (2024). Exploring student perspectives on generative artificial intelligence in higher education learning. Discover Education, 3(1), 98. https://doi.org/10.1007/s44217-024-00173-z 

Baidoo-Anu, D., Gyamerah, K., Soglo-Sevor, C., & Larbi, F. A. (2024). Educational leadership in times of global educational emergency (COVID-19): Challenges and critical decisions of higher education leaders. In M. Drinkwater & P. Deane (Eds.), The Bloomsbury handbook of context and transformative leadership in higher education (pp. 204-224). Bloomsbury Academic. 

Gyamerah, K., Baidoo-Anu, D., & Ahmen, A. (2023). Sankofa: Re-imagining peacebuilding through education in Ghana. In D.T. Archer, B. Hajir, & W. McInerney (Eds.), Innovations in peace and education praxis (chapter 19). Routledge. https://doi.org/10.4324/9781003263111-14 

Gyamerah, K., Asamoah, D., Baidoo-Anu, D., Quainoo, E. A., Amoateng, E. Y., & Sasu, E. O. (2024). Emergency remote teaching amid global distress: How did teacher educators respond, cope, and plan for recovery? Discover Global Society, 2, 28. https://doi.org/10.1007/s44282-024-00053-9 

Asamoah, D., Baidoo-Anu, D., Quainoo, E. A., Gyamerah, K., Amoateng, E. Y., & Sasu, E. O. (2024). Teacher candidates’ experiences of emergency remote assessment during COVID-19. SN Social Sciences, 4(2), 1-23. https://doi.org/10.1007/s43545-024-00855-3  

Sunu, S., & Baidoo-Anu, D. (2024). Relationship between students’ academic self-concept, intrinsic motivation, and academic performance. International Journal of School & Educational Psychology, 12(1), 41-53. https://doi.org/10.1080/21683603.2023.2292033 

Scoppio, G., Vieira, A., Baidoo-Anu, D. & Guo, J. (2024). Immigrants in the Canadian Armed Forces: Second acts and new Canadians. Journal of Military and Strategic Studies, 23(2), 243-280. https://jmss.org/article/view/77480 

Baidoo-Anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62. https://doi.org/10.61969/jai.1337500 

Baidoo-Anu, D., Asamoah, D., & Adusei, A. (2023). Teachers’ beliefs and attitudes towards students’ self-assessment: A latent profile analysis. International Journal of Educational Research Open (IJEDRO), 2, 100275. https://doi.org/10.1016/j.ijedro.2023.100275 

Baidoo-Anu, D., Rasooli, A., DeLuca, C., & Cheng, L. (2023). Conceptions of classroom assessment and approaches to grading: Teachers’ and students’ perspectives. Education Inquiry, 16(3), 411-439. https://doi.org/10.1080/20004508.2023.2244136

Baidoo-Anu, D. & DeLuca, C (2023). Educational assessment use in Ghana: The
influence of historical colonization and political accountability. Assessment In Education: Principles, Policy & Practice, 30(3-4), 225-244. https://doi.org/10.1080/0969594X.2023.2242004 

Baidoo-Anu, D., Gyamerah, K., & Munezhi, M. (2023). Digital divide in higher education in Sub-Saharan Africa: Evidence from online learning during the COVID-19 pandemic. SN Social Sciences, 3(8), 122. https://doi.org/10.1007/s43545-023-00717-4 

Baidoo-Anu, D., Gyamerah, K., Sasu, O.E., & Mahama, I. (2023). Towards classroom inclusivity: Exploring K-12 teachers’ sensitivity to cultural diversity. Culture and Education, 35(4). https://doi.org/10.1080/11356405.2023.2200590 

Baidoo-Anu, D., Lei, L., Cisterna, D., & Song, Y. (2023). Cultural validity: Promoting cultural responsiveness in classroom assessment. Diaspora, Indigenous, and Minority Education, 18(3), 160-181. https://doi.org/10.1080/15595692.2023.2193883 

Anim, C., Baidoo-Anu, D., Gyamerah, K., & Agyemang-Duah, W. (2023). Do family characteristics predict student absenteeism? Preventing School Failure: Alternative Education for Children and Youth, 68(4), 279-289. https://doi.org/10.1080/1045988X.2023.2236042 

Kissi, P., Baidoo-Anu, D., Anane, E., & Anan-Brew, R. (2023). Teachers' test construction competencies in examination-oriented educational system: Exploring teachers' multiple-choice test construction competence. Frontiers in Education: Assessment, Testing and Applied Measurement, 8, 1-14. https://doi.org/10.3389/feduc.2023.1154592 

Cheng, L., Baidoo-Anu, D., & DeLuca, C. (2023). Understanding school principals’ conceptions of assessment and grading practices. Alberta Journal of Educational Research, 69(1), 41–65.
https://journalhosting.ucalgary.ca/index.php/ajer/article/view/73115 

Gyamerah, K., Baidoo-Anu, D., & Ahmed, A. (In Press). Towards teacher quality and professionalism: Exploring Ghanaian teachers' knowledge, understanding and perspectives of the National Teachers’ Standards. Cambridge Education Research e-journal.

Baidoo-Anu, D., & Ennu Baidoo, I. (2022). Performance-based accountability: Exploring Ghanaian teachers' perception of the influence of large-scale testing on teaching and learning. Education Inquiry, 15(3), 333-350. https://doi.org/10.1080/20004508.2022.2110673 

Baidoo-Anu, D. (2022). Between-school streaming: Unpacking the experiences of secondary school teachers and students in category C schools in Ghana. International Journal of Educational Research Open, 3, 100188. https://doi.org/10.1016/j.ijedro.2022.100188 

Mensah, E. & Baidoo-Anu, D. (2022). Towards quality and equitable education in South Africa: Unpacking the relationship between teacher factors, students’ socioeconomic background and mathematics achievements. Research in Mathematics, 9(1), 2088645. https://doi.org/10.1080/27684830.2022.2088645 

Baidoo-Anu, D., Gyamerah, K., & Chanimbe, T. (2022). Secondary Cchool categorization in Ghana: Silent plights of students and implications for equitable learning. Journal of Human Behavior in the Social Environment, 33(3), 348-365. https://doi.org/10.1080/10911359.2022.2061665 

Mahama, I., Dramanu, B.Y., Eshun, P., Nandzo, A., Baidoo-Anu, D., & Amponsah, M.A. (2022). Personality traits as predictors of self-regulated learning and academic engagement among college students in Ghana: A dimensional multivariate approach. Education Research International, 1-12. https://doi.org/10.1155/2022/2255533 

Baidoo-Anu, D., & Acquah, A. P. (2021). Social challenges of adolescent secondary school students in Ghana: Evidence from Cape Coast schools. International Journal of Adolescence and Youth, 26(1), 529-540. https://doi.org/10.1080/02673843.2021.2011332