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David Baidoo-Anu

David Baidoo-Anu completed his PhD at the Faculty of Education, Queen’s University in Kingston, Ontario, Canada. He earned his Master of Philosophy in educational measurement and evaluation from the University of Cape Coast-Ghana. With vast professional experience as a researcher, educationist, and assessment specialist, particularly within the context of North America (especially Canada and the USA) and Africa, he possesses over a decade of work experience as an educational assessment specialist and researcher in K-12 and higher education contexts.

In the higher education context (i.e., Queen’s University, University of Cape Coast, and Presbyterian University College, Ghana), he taught courses such as Educational Statistics, Educational Assessment, Educational Research Methods, Evaluation of Teaching and Learning, Psychological Foundations of Education, and several other educational courses. Dr. Baidoo-Anu has also worked as an educational and assessment specialist and consultant with international organizations such as the World Bank, Educational Testing Services (ETS), etc.

In Canada, he has also worked with district school boards as a research and assessment specialist, contributing to projects aimed at supporting improved student achievement, continuous improvement planning, and evaluations of the effectiveness of Board programs and services. He has coordinated data collection, conducted statistical analyses, and reported results of system-wide measures of student achievement and well-being. Dr. Baidoo-Anu believes that if classroom assessment is appropriately used, it has the power to support equitable access to education and propel learning forward for diverse students.

As a researcher, David’s current research focus is on promoting equitable assessment and learning experiences for underrepresented groups of students through culturally responsive classroom assessment. Specifically, he draws on culturally situated understandings of assessment and empirical evidence demonstrating the positive impacts of quality classroom assessment practices on raising students’ achievement to advocate for systemic assessment reforms. His work has been published in reputable educational journals, and he has presented at professional conferences such as the Canadian Society for the Study of Education (CSSE), American Educational Research Association (AERA), Comparative and International Education Society (CIES), and UK Education and Development Forum (UKFIET).

Away from research, in his leisure time, David enjoys hanging out with family and friends.

A selection of Awards, book chapters, publications and conference presentations are listed below.

AWARDS

Society of Graduate & Professional Students (SGPS) International Student Scholarship Award This award recognizes an international graduate or professional student who demonstrates best academic excellence such as achievement in courses and research contributions as well as ethically and responsibly applying what they have learned through their studies or research to initiatives that have a positive impact within or external to Queen’s University.  
Mitacs Accelerate Fellowship Award Canada- As a doctoral researcher to partner with ETS in working on a project “socioculturally responsive assessment (SCRA) innovations and AI applications in support of personalized learning”  
R. J. Wilson Thesis/Dissertation Development Award.  Presented by Faculty of Education, Assessment and Evaluation Group (AEG) in recognition of graduate student in the Faculty of Education with a demonstrated research excellence in theoretical and practical contributions to the fields of (a) classroom assessment practice, (b) large scale assessment practice, or (c) program evaluation.
Canadian Society for the Study of Education (CSSE) Congress Graduate Merit Awards (CGMA) (Nominated by member scholarly associations of the Federation for the Humanities and Social Sciences, the 2021 Congress Graduate Merit Awards recognize exceptional graduate students who presented their work at the Congress of the Humanities and Social Sciences)
School of Graduate Studies Research Grants, (University of Cape Coast, Ghana) (Recognition of academic excellence in research, presented by University of Cape Coast, Ghana)

PUBLICATIONS

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://dergipark.org.tr/en/pub/jai/issue/77844/1337500.

Baidoo-Anu, D., Lei, L., Cisterna, D., & Song, Y. (2023). Cultural validity: Promoting cultural

responsiveness in classroom assessment. Diaspora, Indigenous, and Minority Education,  1-22.https://doi.org/10.1080/15595692.2023.2193883.

Baidoo-Anu, D., & Gyamerah, K., Sasu, O.E., & Mahama, I. (2023). Towards Classrooms

Inclusivity: Exploring K-12 Teachers’ Sensitivity to Cultural Diversity.  Culture and Education. https://doi.org/10.1080/11356405.2023.2200590.

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, 1-29.             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. 1-20. https://doi.org/10.1080/0969594X.2023.2242004.

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.

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://link.springer.com/article/10.1007/s43545-023-00717-4.

Sunu, S., & Baidoo-Anu, D. (2023). Relationship between students’ academic self-concept, intrinsic motivation, and academic performance. International Journal of School & Educational Psychology, 1-13. https://doi.org/10.1080/21683603.2023.2292033.

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, 1-11. 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 Competency. Assessment, Testing and Applied Measurement- Frontiers.  https://doi.org/10.3389/feduc.2023.1154592.

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, 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, 1-9. 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), https://doi.org/10.1080/27684830.2022.2088645.

Baidoo-Anu, D., Gyamerah, K., & Chanimbe, T. (2022). Secondary School Categorization in Ghana: Silent Plights of Students and Implications for Equitable Learning. Journal of Human Behavior in the Social Environment. 1 (18).  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, DOI: 10.1080/02673843.2021.2011332

BOOK CHAPTERS

Gyamerah, K., Baidoo-Anu, D., & Ahmen, A. (2023). Sankofa: re-imagining peacebuilding through Education in Ghana. In Archer, T., Hajir, B., & McInerney, W. (Eds). Innovations for Peace and Education. Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003263111-14/sankofa-kenneth-gyamerah-david-baidoo-anu-ali-ahmed.

Baidoo-Anu, D., Gyamerah, K., & Soglo-Servor, C. (Under Review). Educational Leadership in times of Global Educational Emergency (COVID-19): Challenges and Critical Decisions of Higher Education leaders in Ghana. In Drinkwater, M., Deane, P., & Waghid, Y. (Eds). The Bloomsbury Handbook of Leadership and Change in Higher Education: Responding to Global Crises, Disruption and Uncertain Futures. Bloomsbury.

CONFERENCE PRESENTATIONS

Baidoo-Anu, D., Ibrahim, Y.A., Ntumi, S, Baidoo Ennu, I & Baruwa, I (June 2023).

Promoting equitable classroom assessment practices for diverse learners in Africa. A scoping review. A paper presented at the 2023 Canadian Association of Africa Studies (CAAS) Conference at Toronto -Canada

Baidoo-Anu, D. (May 2023). Conceptualizing Cultural Validity in Assessment: Towards Fair and Equitable Assessment Practices. A paper presented at the Canadian Society for the Study of Education 2023 at York University, Toronto-Canada.

Baidoo-Anu, D., & DeLuca, C. (May 2023). Understanding the relationship between K-12 teachers’ conceptions of assessment and approaches to assessment. A paper presented at the Canadian Society for the Study of Education 2023 at York University, Toronto-Canada.

Asamoah, D., Baidoo-Anu, D., Quainoo, A.E., Gyamerah, K.,  Amoateng, Y. E., & Sasu, O.E. (May 2023). Emergency Remote Assessment Experiences of Teacher Candidates in Ghana during COVID-19. A paper presented at the Canadian Society for the Study of Education 2023 at York University, Toronto-Canada.

Cisterna, D., Liu, L., Baidoo-Anu, D., Kinsey, D. & Qi, Y (April 2023). Exploring students

responses in the context of automated-generated feedback on science reasoning patterns. A paper presented at the 2023 National Association for Research in Science Teaching conference at the Hilton Chicago USA.

Baidoo-Anu, D., Liu, L., Cisterna, D., & Song., Y (April 2023). Cultural Validity: Promoting

Cultural Responsiveness in Classroom Assessment. A paper presented at the 2023 National Council on Measurement in Education (NCME) Annual Meeting at Chicago IL-USA.

Cisterna, D., Liu, L., O’Dwyer, E.P., & Baidoo-Anu, D. (April 2023). Key practices for designing classroom assessments with social and cultural consideration. A paper presented at the 2023 National Council on Measurement in Education (NCME) Annual Meeting at Chicago IL-USA.

Baidoo-Anu, D., & DeLuca, C. (April,2023). ‘One size does not fit all’: A person-centered analysis of Ghanaian Teachers’ Approaches to Classroom Assessment. A paper presented at the 2023 American Educational Research Association (AERA) conference at Chicago-USA.

Mensah, E & Baidoo-Anu, D. (May 2023). Unpacking the Relationship between Teacher factors, Students’ Socioeconomic Background and Mathematics Achievements. A paper accepted to be presented at the Canadian Society for the Study of Education 2023 at York University, Toronto-Canada.

Gyamerah, K., Amoateng, Y. E., Baidoo-Anu, D., Asamoah, D., Sasu, O.E., & Quainoo, A.E. (April 2023).  Emergency Remote Teaching Amid Global Distress. A paper presented at the 2023 American Educational Research Association (AERA) conference at Chicago-USA.

Baidoo-Anu, D., Gyamerah, K., (April 2023). “They don’t care about us”: Understanding the schooling experiences of students in high and low streamed schools in Ghana. A paper presented at the 2023 American Educational Research Association (AERA) conference at Chicago-USA.

Baidoo-Anu, D., Asamoah, D., Quainoo, A.E., Sasu, O.E., Gyamerah, K., & Amoateng, Y. E.

(April 2023). Emergency Remote Assessment in Sub-Saharan Africa Higher Education: Evidence from Ghanaian Teacher Educators during COVID-19. A paper presented at the 2023 American Educational Research Association (AERA) conference at Chicago-USA.

Baidoo-Anu, D. (February 2023) K-12 Teachers Approaches to Classroom Assessment: A Latent Class Analysis. A paper presented at the 67th Annual Conference of the Comparative and International Education Society at the Grand Hyatt Washington in Washington, D.C-USA.

Baidoo-Anu, D., Asamoah, D., Quainoo, A.E., Sasu, O.E., Gyamerah, K., & Amoateng, Y. E (February 2023). Online Assessment Practices of Higher Education Instructors: Exploring Ghanaian Teacher Educators Experiences during COVID-19. A paper presented at the 67th Annual Conference of the Comparative and International Education Society at the Grand Hyatt Washington in Washington, D.C-USA.

Baidoo-Anu, D., & Ennu Baidoo, I. (February 2023). Understanding Ghanaian Teachers Perception of the Influence of Large-Scale Testing on Teaching and Learning. A paper presented at the 67th Annual Conference of the Comparative and International Education Society at the Grand Hyatt Washington in Washington, D.C-USA.

Gyamerah, K., Quainoo, A.E., Baidoo-Anu, D., Asamoah, D., Sasu, O.E., & Amoateng, Y. E (February 2023). Emergency Remote Teaching Amid Global Distress: How did Ghanaian Teacher Educators Respond, Cope, and Plan for Recovery? A paper presented at the 67th Annual Conference of the Comparative and International Education Society at the Grand Hyatt Washington in Washington, D.C-USA.

Baidoo-Anu, D., Gyamerah, K., & Barimah, J.O. (February 2023). Secondary school categorization in Ghana: Exploring the experiences of students. A paper presented at the 67th Annual Conference of the Comparative and International Education Society at the Grand Hyatt Washington in Washington, D.C-USA.

Baidoo-Anu, D., & Asare, E. (February 2023). Tracking of secondary school students in Ghana: Support or hindrance to teaching and learning?  A paper presented at the 67th Annual Conference of the Comparative and International Education Society at the Grand Hyatt Washington in Washington, D.C-USA.

Scoppio, G., Vieira, A & Baidoo-Anu, D. (October 2022). Immigrants willing to serve: Stories of immigrant soldiers in the Canadian Armed Forces. Accepted to be presented at Inter-University Seminar on Armed Forces and Society (IUS) in October 2022- Canada.

Baidoo-Anu, D., & DeLuca, C., (May 2022). Assessment Culture in Ghana: Towards Equitable Quality Classroom Assessment Practices. A paper presented at the Canadian Education Research 2022 Conference of the Canadian Society for the Study of Education.

Baidoo-Anu, D., Gyamerah, K., & Munezhi, M.  (May 2022). Challenges to Bridge Digital Access Divide in Higher Education: Evidence from Ghana During the COVID-19 Pandemic. A paper presented at the Canadian Society for the Study of Education 2022 Conference of the Canadian Society for the Study of Education.

Baidoo-Anu, D., & DeLuca, C., (May 2022).What are we missing? Categorization of Secondary Education in Ghana: Unpacking the Experiences of Teachers and Students in Category C Schools. A paper presented at the Canadian Society for the Study of Education 2022 Conference of the Canadian Society for the Study of Education.

Baidoo-Anu, D., Gyamerah, K., Sasu, O.E., & Mahama, I (April 2022). Towards Cultural Diversity, Equity, and Inclusivity in Classrooms: Exploring K-12 Teachers in Ghana Sensitivity to Cultural Diversity. A paper presented at the 66th Annual Conference of the Comparative and International Education Society, Minneapolis, Minnesota

Baidoo-Anu, D., & Amir, R., DeLuca, C., & Cheng, L. (April 2022).  Exploring the Views of Teachers’ and Students’ Conceptions of Classroom Assessment and Grading. A paper presented at the American Educational Research Association (AERA).

Baidoo-Anu, D., Gyamerah, K., & Munezhi, M.  (April 2022). Digital Divide in Education: Exploring Undergraduate Students’ Online Learning Experiences in Ghana During Covid-19 Pandemic. A paper presented at the American Educational Research Association (AERA).

Gyamerah, K., Baidoo-Anu, D., Ahmed, A.  (2021, September). Sankofa: An Afrocentric Pedagogy for Re-imagining and Re-visioning Education in Ghana. A paper presented at the UK Education and Development Forum (UKFIET).

Baidoo-Anu, D., Cheng, L., & DeLuca, C. (2021 May).  Understanding school principals’ conceptions of assessment and grading practices. Paper presented the at the Canadian Society for the Study of Education, University of Alberta, Edmonton, Alberta.

Rickey, N, Coombs, A. J., DeLuca, C. & Baidoo-Anu, D. (2021 April). Classroom assessment and student mobility: Comparing teachers’ approaches to assessment in the U.S., China, and Canada. Paper presented at the annual conference of American Educational Research Association (AERA), San Francisco, USA

Coombs, A. J., Baidoo-Anu, D., & DeLuca, C. (2020 May). Canadian Teachers’ Approaches to Classroom Assessment. Canadian Society for the Study of Education 2020 Conference of the Canadian Society for the Study of Education. Western University in London, Ontario.

Deluca, C., & Baidoo-Anu, D. (2020 May).Reflecting on Ontario’s Large-scale Assessment Culture from International Perspectives. Canadian Society for the Study of Education 2020 Conference of the Canadian Society for the Study of Education. Western University in London, Ontario.