Dr. Eunice Eunhee Jang is a professor in the Department of Applied Psychology and Human Development at the Ontario Institute for Studies in Education, University of Toronto (OISE/UT). Her educational background includes a Bachelor’s degree (Teaching Certificate) in Secondary English Education from Duksung Women’s University, Seoul, South Korea; a Master’s degree in the Division of English as an International Language from the University of Illinois at Urbana-Champaign (USA); and a PhD in Educational Psychology, also from the University of Illinois at Urbana-Champaign.

Eunice’s journey into assessment research began with her experience in a highly competitive South Korean high school, where the test-driven environment left deep emotional scars. After teaching English in Korea and understanding students’ diverse learning needs, she pursued graduate studies at the University of Illinois, specializing in assessment, measurement, and evaluation. Since joining OISE/UT in 2005, Eunice has collaborated with the Ontario Ministry of Education on the development and validation of the Steps to English Proficiency (STEP) framework, designed to assess and monitor the English language acquisition and literacy development of English Language Learners (ELLs) in K-12 schools. She has also led artificial intelligence (AI)-powered assessment projects aimed at providing teachers with real-time feedback to support student learning.

Dr. Jang is passionate about creating assessments that are equitable, actionable, and empower teachers with clear insights to help close achievement disparities among students. Her work in program evaluation includes teaching graduate courses, leading departmental initiatives, conducting assessments for various organizations, and training students through practicum placements. According to her LinkedIn profile, her current research focuses on developing a dynamic diagnostic assessment system that offers interactive digital interfaces for students, parents, and teachers to support struggling readers’ cognitive, metacognitive and affective growth. When asked about her proudest career accomplishment, Eunice emphasizes that, rather than publications or awards, she is most proud of her former and current students who have become educational leaders and scholarly researchers, working at organizations like the Education Quality and Accountability Office (EQAO), school boards, and universities as tenure-stream faculty.

Eunice’s work in online assessment includes her dissertation on cognitive diagnostic assessment and her vision for modernized, digital assessments that give educators greater autonomy. She has collaborated with Vretta and EQAO to design and develop online assessment platforms, contributing her expertise in content development. Eunice also served on EQAO’s Modernization in Measurement Advisory Panel (MMAP), where she helped update and enhance various grade-level assessments. In addition, she has served on the TOEFL Committee of Examiners and currently sits on Duolingo’s DET Technical Advisory Board.

Eunice emphasizes the need for more systematic evaluation within K–12 education, proposing that assessment frameworks be streamlined across grades by identifying the most pivotal time points for generating actionable feedback for leaders, teachers, and students. Instead of defaulting to end-of-year testing, assessments should be strategically timed to maximize instructional utility. For instance, a notable gap exists between Kindergarten–Grade 2 and Grade 3; assessing students at the beginning of Grade 3—rather than at the end—would allow teachers to identify students at risk of falling behind and provide timely, targeted support. Likewise, conducting assessments at the end of Grade 6 offers little opportunity for teachers to act on results, as students transition to new schools in Grade 7. These examples illustrate a systems-thinking approach to assessment design: timing should be guided by the principle of actionability, ensuring that results directly inform responsive instruction and intervention.

She argues that large-scale assessments, which currently consume substantial educational resources, should move beyond serving as one-time snapshots. With the integration of AI, these assessments can be reimagined to adapt to students’ abilities, capture their learning, and track growth over time. Instead of static reports, interactive dashboards could provide longitudinal insights accessible to teachers, leaders, and policymakers, ensuring that all stakeholders remain aligned and informed about students’ progress across grades. This shift positions large-scale assessment as a dynamic, actionable tool for continuous learning improvement, rather than merely a costly exercise in accountability.

Outside of work, Eunice enjoys traveling, both for professional purposes and as a way to understand different cultures, as well as playing competitive tennis.

More information about Eunice’s scholarly work can be found here and in her IDELA Lab.