Dr. Nicole Barnes


Educational Foundations

Dr. Nicole Barnes

Office: University Hall 2110
Phone: (973) 655-3028
Email: barnesn@mail.montclair.edu

           Nicole DiDonato headshot



  • PhD Rutgers University, New Brunswick
  • MEd Rutgers University, New Brunswick
  • BS Rutgers University, New Brunswick


Career Appointments 

As an educational psychologist, Dr. Barnes is interested in understanding and improving the teaching-learning process by investigating the features of high-quality classroom assessment practices and the development of students’ self-and co-regulated learning when engaged in assessment tasks. Her previous experience teaching at-risk elementary school students in jeopardy of being retained has inspired her interest in developing assessment techniques that focus on student progress.



Select Publications

Fives, H., Barnes, N., Dacey, C. & Gillis, A. * (2016). Assessing Assessment Texts: Where is Planning? The Teacher Educator. 

Barnes, N. & Gillis, A. (2015). Assessment360: A Promising Assessment Technique for Preservice Teacher Education. The Teacher Educator

Barnes, N. & Urbankowski, D. (2014). Planning, implementing, and assessing an authentic, interdisciplinary task in middle grades classrooms. Middle School Journal, 45(5), 17-24.

Barnes, N. & Hatchard, C. (2014). Real Development. A multi-media video and interactive assessment series to accompany Hauser-Cram, P., Nugent, J.K., Thies, K., & Travers, J. (2013). Child development. Hoboken, NJ: Wiley. 

Barnes, N., Fives, H. & Dacey, C. M.* (2014). Teachers’ beliefs about assessment. In H. Fives & M. G. Gill, (Eds.). The Handbook of Research on Teachers’ Beliefs. New York, NY: Routledge. 

DiDonato-Barnes, N., Fives, H., & Krause, E.S. (2013). Using a Table of Specifications to improve teacher-constructed traditional tests: An experimental design. Assessment in Education: Principles, Policy & Practice, DOI:10.1080/0969594X.2013.808173

Fives, H. & DiDonato-Barnes, N. (2013). Classroom test construction: The power of a table of specifications. Practical Assessment, Research, and Evaluation, 18, 1-7. 

Rogat, T.K., Linnenbrink-Garcia, L. & DiDonato, N. (2013). Motivation in collaborative groups. Hmelo-Silver, C., O’Donnell, A., Chan, C. & Chinn, C. (Eds.), International Handbook of Collaborative Learning. Taylor & Francis, Inc. 

DiDonato, N.C. (2012). Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic tasks. Instructional Science, 41, 25-47. DOI: 10.1007/s11251-012-9206-9

DiDonato, N.C. (2011). The interaction between cognitive and motivational co-regulated processes on a collaborative task. International Journal of Learning, 18(1), 463-476.

McInernery, C., DiDonato, N.C., Giagnacova, R., & O’Donnell, A.M. (2007). Students’ choice of information technology majors and careers: A qualitative approach. Information Technology, Learning and Performance Journal, 24, 35-53.



No information available



Professional Association Memberships

  • American Psychological Association (APA) Division 15 Affiliate
  • American Education Research Association (AERA)
  • European Association for Research on Learning and Instruction
  • Motivation in Education SIG
  • Studying and Self-regulated learning SIG
  • Association for Supervision and Curriculum Development (ASCD)

Reviewer for the following professional journals

  • Educational Psychologist
  • International Journal of Learning

Other Types of Reviews

  • American Education Research Association, Conference Proposal Reviews



No information available



Program of Specialty

  • Educational Psychology

Scholarly Interests and Specialties

  • Empirically-supported classroom assessment techniques to improve teaching and learning
  • How pre-service and practicing teachers use assessment data to make instructional decisions
  • Pre-service and practicing teachers’ beliefs about assessment
  • How peers can potentially support the development of each other's self-regulated learning through co-regulated efforts on collaborative tasks
  • Teacher-supports and task characteristics that sustain and develop students' self-regulation in middle school classrooms
  • Development and assessment of performance-based tasks
  • Urban Education