Dr Christopher Deneen
Senior Lecturer in Higher Education Curriculum and Assessment
Chris is a senior lecturer in higher education curriculum and assessment. His work focuses on the understanding and provision of effective learning engagements in universities. Chris earned his doctorate from Columbia University’s Teachers College in 2004. Shortly thereafter, he served as Director of Assessment and then Director of Academic Affairs for the Graduate Divisions of Touro College in New York. Since then, Chris has held several higher education positions in the culturally diverse contexts of New York, Singapore, Hong Kong and Australia. He is the recipient of multiple awards for innovation and excellence in teaching practice.
Prior to joining the Melbourne CSHE, Chris worked with RMIT University, where he led university-wide initiatives in assessment practices and professional development. This included redeveloping RMIT’s Essentials of Learning and Teaching Programme into a collaborative workshop model and enhancing the university teaching awards process. Chris also served as RMIT’s representative to the ATN Universities Group on assessment policies and practices.
Chris’ research focuses on innovative approaches to higher education assessment. He is especially interested in assessment change management and assessment-enabling technologies. He has authored over thirty publications on assessment-related topics. His recent chapter in The Cambridge Handbook of Instructional Feedback examines technology-enabled feedback in higher education contexts. Chris has received over 2.5 million AUD in external, competitive research funding; his most recent grant from the Singapore Ministry of Education examines perceptions, policies and practices of assessment for learning at a national level.
Journal articles and book chapters
Tay, H. Y., Tan, K. H. K., Deneen, C. C., Leong, W. S., Fulmer, G. W., Brown, G.T.L. (2019). Middle leaders on assessment: Perceptions and actions. School Leadership and Management,1-19.
Deneen, C. C. Fulmer, G. W., Brown, G.T.L., Tan, K. H. K., Leong, W. S., Tay, H. Y. (2019). Value, practice and proficiency: Teachers’ complex relationship with Assessment for Learning. Teaching and Teacher Education, 80 39-47.
Munshi, C. & Deneen, C. C. (2018). Technology-Enhanced Feedback. In A. A. Lipnevich & J. K. Smith (Eds.) The Cambridge Handbook of Instructional Feedback. Cambridge University Press (pp. 335-356). Cambridge, UK: Cambridge University Press.
Deneen, C. C., Brown, G. T. L., Carless, D. (2018). Students’ conceptions of eportfolios as assessment and technology. Innovations in Education and Teaching International, 55(4) 487-496.
Liaw, S. Y., Rashasegaran, A., Wong, L.F., Deneen, C. C., Cooper, S, Levett-Jones, T. Hongli, G., & Ignacio, J. (2018). Development and psychometric testing of a Clinical Reasoning Evaluation Simulation Tool (CREST) for assessing nursing students’ abilities to recognise and respond to clinical deterioration. Nurse Education Today, 62(3) 74-79.
Shroff, R., Brown, G. T. L., Deneen, C. C. (2017). Development and validation of an instrument to measure students’ perceptions of an outcomes-based learning approach. The Asian Journal of Educational Research and Synergy, 9(2).
El-Maaddawy, T., Deneen, C. C. (2017). Outcomes-based assessment and learning: Trialling change in a postgraduate civil engineering course. Journal of University Teaching & Learning Practice, 14(1).
Zhou, J., & Deneen, C. C. (2016). Chinese award-winning tutors’ perceptions and practices of classroom-based assessment. Assessment & Evaluation in Higher Education, 41(8) 1144-1158.
Deneen, C. C. Brown, G. T. L. (2016). The impact of conceptions of assessment on assessment literacy in a teacher education program, Cogent Education, 3(1), 1-14.
Spector, M., Ifenthaler , D., Samspon, D., Lan, Y., Mukama, E., Warusavitarana, A., Dona, K. L., Eichorn, K., Fluck, A., Ronghuai, H., Bridges, S., Lu, J., Ren, Y., Gui, X., Deneen, C., & San Diego, J. (2016). Technology Enhanced Formative Assessment for 21st Century Learning. Educational Technology & Society, 19(3), 58-71.
Tan, K. H. K. & Deneen, C. C. (2015). Aligning and sustaining meritocracy, curriculum and assessment validity in Singapore. Assessment Matters, 7(1), 31-54.
Deneen, C. C. & Boud, D. (2014). Patterns of resistance in managing assessment change. Assessment & Evaluation in Higher Education, 39(5), 577-591.
Deneen, C. C. (2014). How good am I? Self-evaluation in an examination culture. In J. Curry & P. Hanstedt (Eds.) Reading Hong Kong reading ourselves (pp. 230-249). Hong Kong: City University of Hong Kong Press.
Deneen, C. C. and Shroff R. (2014). Understanding successes and difficulties in program-level eportfolios: A case study of two professional degree programs. Review of Higher Education and Self-Learning, 7(24), 145-160.
Shroff, R., Deneen, C. C. & Lim, C. P. (2014). Student ownership of learning using e-portfolio for career development. Journal of Information Systems Technology & Planning 7(18), 442-460.
Deneen, C., Brown, G. T., Bond, T. G., & Shroff, R. (2013). Understanding outcome-based education changes in teacher education: evaluation of a new instrument with preliminary findings. Asia-Pacific Journal of Teacher Education, 41(4), 441-456.
Deneen, C. C. (2013). Eportfolios in a higher education context: Preliminary findings on assessment and technology issues. Journal of Information Systems Technology & Planning, 6(17), 28-37.
Mak, C. N., Liu, Y., & Deneen, C. C. (2012). Humor in the workplace: A regulating and coping mechanism in socialization. Discourse Studies, 6(2), 1-17.
Shroff, R., Deneen, C., & Ng, E. M. W. (2011). Analysis of the technology acceptance model in examining students' behavioural intention to use an e-portfolio system. Australasian Journal of Educational Technology, 27(4), 600-618.
Shroff, R. H., & Deneen, C. C. (2011). Assessing online textual feedback to support student intrinsic motivation using a collaborative text-based dialogue system: A qualitative study. International Journal on E-Learning, 10(1), 87-104.
Deneen, C. (2010). Through the power of his coffee mug: Negotiating a gendered, professional identity in primary school. The International Journal of Learning, 17(10), 195-203.
Books, monographs and book-length research reports
Deneen, C. & Deneen, J. (2008). Assessing student achievement: A guide for teachers and administrators. Lanham, MD, USA: Rowman & Littlefield Publishers, Inc.
Deneen, J. & Deneen, C. (2005). A board’s guide to assessment in the school: Understanding roles and methods. Arlington, VA, USA: National Catholic Education Association.
Published conference papers
Deneen, C. C. Munshi C. (2018). Technology-enabled feedback: It’s time for a critical review of research and practice. In Campbell, M., Willems, J., Adachi, C., Blake, D., Doherty, I., Krishnan, S., Macfarlane, S., Ngo, W., O’Donnell, M., Palmer, S., Riddell, L., Story, I., Suri, H. & Tai, J. ASCILITE 2018 Conference Proceedings (pp. 113-120). Melbourne, Australia: ASCILITE.
Spector, M., Ifenthaler , D., Samspon, D., Lan, Y., Mukama, E., Warusavitarana, A., Dona, K. L., Eichorn, K., Fluck, A., Ronghuai, H., Bridges, S., Lu, J., Ren, Y., Gui, X., Deneen, C., & San Diego, J. (2015). Assessment as, of, and for learning. In Lai, K. W. (Ed.) Technology Advanced Quality Learning for All: EDUsummIT 2015 Summary Report (pp. 3338). Bangkok, Thailand: UNESCO.
Deneen, C. C. & Brown, G.T.L. (2014). A critical approach to eportfolios in higher education: How research may inform change and adoption. In Papers from The 2014 Annual IAEA Conference Assessment Innovations for the 21st Century. Princeton, United States: International Association for Educational Assessment. URL: http://www.iaea.info/documents/paper_371f42cf.pdf
Deneen, C.C. & Shroff, R. (2014). Understanding successes and difficulties in programlevel eportfolios: A case study of two professional degree programs. In International Handbook of Academic Research and Teaching (pp. 97107). Nashville, United States: Intellectbase International Consortium.
Shroff, R., Deneen, C. C. & Lim, C. P. (2014). Student ownership of learning using eportfolio for career development. In International Handbook of Academic Research and Teaching (pp. 129140). Nashville, United States: Intellectbase International Consortium.
Deneen, C. C. & Boud, D. (2013). Complexities in managing assessment change: understanding patterns of resistance. In Frielick, S., Buissink-Smith, N., Wyse, P., Billot, J., Hallas, J. and Whitehead, E. (Eds.) Research and Development in Higher Education: The Place of Learning and Teaching, 36 (pp 124 - 135). Auckland, New Zealand, 1 – 4 July 2013.
Deneen, C.C. (2013). Assessment change in higher education: The impact of a hidden assessment culture. In Papers from the 2013 Annual IAEA Conference Designing the Assessment of Learning Outcomes to Make Positive Impact on Individuals and Institutions. Princeton, United States: International Association for Educational Assessment. URL: http://www.iaea.info/documents/paper_37884816.doc
Deneen, C. C. & Brown, G. T. L. (2011). The persistence of vision: An analysis of continuity and change in conceptions of assessment. In Papers from the 2011 Annual IAEA Conference Assessment and the Challenge of Globalization. Princeton, United States: The International Association for Educational Assessment. URL: http://www.iaea.info/documents/paper_30e428572.pdf
Deneen, C. C. & Shroff, R. (2010). ePortfolio use in two institutes of higher education: A comparative case study. In Proceedings of the 5th International Conference on Elearning (pp. 913). Reading, United Kingdom: Academic Publishing Limited.
Deneen, C. C., Brown, G. T. L., Bond, T., Shroff, R. (2010). They can’t tell the difference: A first evaluation of an OutcomeBased Learning innovation in teacher education. In Papers from The 2010 Annual IAEA Conference Assessment for the future generations. Princeton, United States: International Association for Educational Assessment. URL: http://www.iaea.info/documents/paper_4d227dac.pdf
Shroff, R. & Deneen, C. C. (2010). Assessing online textual feedback to support student intrinsic motivation using a collaborative textbased dialogue system: A qualitative study. In Proceedings of the 5th International Conference on Elearning (pp. 37-43). Reading, United Kingdom: Academic Publishing Limited.
DOCTORAL RESEARCH SUPERVISION
Knudsen, Brant, EdD. An investigation of the roles of virtual identity and social construction for designing effective learning experiences using a virtual world. The University of Hong Kong. Completed September 2018.
Hoo Hui Teng, EdD. Negotiating self and peer feedback with the use of reflective journals in higher education. National Institute of Education. Completed July 2018.
Zhou, Jiming, PhD. Changing assessment perceptions and practices in Chinese college English classrooms. The University of Hong Kong. Completed July 2016.
Ryan, Quanyou, PhD. Cultivating students’ critical literacy through the four resources model in a blended learning action environment. The University of Hong Kong. Completed April 2015.
Jiang, Yanzi, PhD. Exploring the student role in classroom-based assessment. The University of Hong Kong. Completed September 2014.
Xiao, Yangyu, PhD. Student perspective on classroom English assessment in Chinese high school contexts. The University of Hong Kong. Completed October 2013.
Munshi, Cassim, PhD. Self-regulated learning with feedback in a computer-based learning environment: A mixed-methods study. National Institute of Education, Singapore.
Yip Hoe Yin, EdD. Conceptions of self-regulated learning and their impact on teachers’ assessment practices. National Institute of Education Singapore.