Dr. Xiaomei Song currently works at School of Medicine, Case Western Reserve University as the Director of Student Assessment and Associate Professor. Prior to that, she worked at College of Medicine, Central Michigan University as the Director of Assessment and Program Evaluation and Associate Professor. She was a Senior Research Associate and Instructor in the Office of Institutional Effectiveness at Georgia Southern University before she worked at Central Michigan University. She received her doctorate from Queen’s University, Canada. Before her academic studies at Queen’s University, she worked as an Assistant professor at Dalian Maritime University in China and had been intrigued by the complex interplay between assessment and student achievement in the Chinese context, where testing played a major role in the classroom, as well as in high-stakes decision-making involving admission, achievement, and certification. Stimulated by her observation and experience, she pursued a Master of Education in Educational Psychology and a PhD in Measurement, Assessment and Evaluation (currently called Measurement, Assessment, Policy, Leadership, and Evaluation) at Faculty of Education, Queen's University.
Dr. Song has been a classroom teacher and researcher for about 20 years, during which time she has taught a variety of undergraduate/graduate courses and worked with faculty at a number of universities in China, Canada, and the U.S.. Her primary research interests include test validity and fairness, program assessment and institutional effectiveness, learner characteristics (e.g., strategy use, motivation, bilingualism) on learning outcomes and performance, washback and impact of testing, assessment, and educational programs in academic and professional settings, and participatory program evaluation. She has been interested in exploring concrete ways in which quantitative and qualitative methods of inquiry can be used in concert to inform a deep understanding of testing and assessment. Her research leads her to be aware of, acknowledge, and pursue the epistemological implications in the use of different research methodologies, especially in the area of testing. Her current research projects include Problem-based learning (PBL), Case-based learning (CBL), active learning in medical education, students' progression and narrative comments in clinical performance evaluation.
Dr. Song has been a classroom teacher and researcher for about 20 years, during which time she has taught a variety of undergraduate/graduate courses and worked with faculty at a number of universities in China, Canada, and the U.S.. Her primary research interests include test validity and fairness, program assessment and institutional effectiveness, learner characteristics (e.g., strategy use, motivation, bilingualism) on learning outcomes and performance, washback and impact of testing, assessment, and educational programs in academic and professional settings, and participatory program evaluation. She has been interested in exploring concrete ways in which quantitative and qualitative methods of inquiry can be used in concert to inform a deep understanding of testing and assessment. Her research leads her to be aware of, acknowledge, and pursue the epistemological implications in the use of different research methodologies, especially in the area of testing. Her current research projects include Problem-based learning (PBL), Case-based learning (CBL), active learning in medical education, students' progression and narrative comments in clinical performance evaluation.