Katrina Carbone
PhD, OCT
Assistant Professor
Faculty of Education
Contact information
Charles Hall
Downtown Oshawa
61 Charles Street
Oshawa, ON L1H 4X8
Bio
Katrina Carbone, PhD, OCT, is an Assistant Professor of Assessment and Evaluation in the Frazer Faculty of Education at Ontario Tech University. Her research is situated at the intersection of educational assessment, program evaluation, and educational technology, with a focus on equitable and authentic approaches that support meaningful learning across diverse contexts. Dr. Carbone is committed to advancing inclusive, systematic, and responsive approaches to assessment and evaluation that meaningfully engage learners, educators, and communities.
As a mixed-methods scholar, Dr. Carbone integrates research designs suited to the purpose and context of her work, drawing on strategies such as youth-led research, participatory methods, and arts-informed approaches. She has contributed to research and evaluation projects with higher education institutions, school districts, provincial ministries of education, and international research organizations. Examples include projects focused on instructor and student experiences, identity development, community-engaged pedagogy, and equitable evaluation practices.
Dr. Carbone holds a PhD in Education from Queen’s University, where her doctoral research examined how alternative approaches to assessment can support meaningful student learning in higher education. She also holds a Master of Education and a Bachelor of Education from Queen’s University. Dr. Carbone’s expertise in higher education is grounded in her experiences as an Ontario Certified Teacher across diverse K–12 settings. She has also served as an instructor and course developer, teaching undergraduate and graduate courses in classroom assessment, program evaluation, and digital literacy.
Research and expertise
- Assessment and evaluation in K–12 and higher education
- Program evaluation and evaluation capacity building
- Alternative, authentic, and inclusive assessment
- Teacher assessment literacy and assessment identity
- Educational technology and technology-mediated assessment
- Community-engaged teaching and learning
Searle, M., Carbone, K., Portelance, F.-D., Worthington, P., Holden, M., & Kirkpatrick, L. (In press). Participatory sensemaking through data parties: Lessons from cross-case research and evaluation. Journal of Participatory Research Methods.
Ge. J., DeLuca, C., LaPointe-McEwan. D., Carbone, K., & Searle, M. (2026). Learning through tensions: Student teacher assessment identity development. Teachers and Teaching: Theory and Practice. https://doi.org/10.1080/13540602.2026.2663464
Airton, L., Searle, M., Melendez, S., Carbone, K., Watt, B., Martin, K., & Lefebvre, N. Toward proactive support for transgender and/or gender non-conforming students in teacher education: Initial findings of an action research study. Bulletin of Applied Transgender Studies, 3(1-2), 113-136. https://doi.org/10.57814/6aah-a175
Carbone, K., Searle, M., & Kirkpatrick, L. (2023). Leveraging the relationship between assessment, learning, and educational technology. In Seitz, P., & Hill, L., Eds. Assessment of Online Learners: Foundations and Applications for Teacher Education (pp. 225-243). New York, NY: Routledge. https://doi.org/10.4324/9781003347972
Carbone, K., Searle, M., & Chahine, S. (2023). The unintended influence of COVID-19: Optimizing student learning by advancing assessment practices. In Seitz, P., & Hill, L., Eds. Assessment of Online Learners: Foundations and Applications for Teacher Education (pp. 164-183). New York, NY: Routledge. https://doi.org/10.4324/9781003347972
Worthington, P., Stroud Stasel, R., Carbone, K., Hughes, J., & Searle, M. (2023). Learning by linking the Canadian Evaluation Society’s student case competition within a graduate evaluation course. New Directions for Evaluation, 2023(117), 105-113. https://doi.org/10.1002/ev.20536
Searle, M., Ahn, C., Fels, L., & Carbone, K. (2021). Illuminating transformative learning/assessment: Infusing creativity, reciprocity, and care into higher education. Journal of Transformative Education, 19(4), 339–365. https://doi.org/10.1177/15413446211045160
DeLuca, C., Searle, M., Carbone, K., Ge, J., & LaPointe-McEwan, D. (2021). Toward a pedagogy for slow and significant learning about assessment in teacher education. Teaching and Teacher Education, 101, 103316. https://doi.org/10.1016/j.tate.2021.103316