My research mostly focuses on formative assessment and alignment of classroom assessment and external testing. I also study motivation, and am interested in new sociocultural models of motivation and how they can resolve the long standing tensions over extrinsic incentives and student engagment. My students and I study these issues in the context of innovative learning environments, particularly video games and digital social netowrks.  I teach graduate courses on cognition & instruction, assessment, and motivation, and undergraduate classes on educational psychology

RECENT GRANTS

Hickey, D. T.  (2009-2010).  Monroe-Eastern Greene Participatory Activities Network.  Subcontract from Monroe County Community School Corporation from a grant from the Indiana's federally-funded Title II initiative.

Hickey, D. T. (2009-2011). On-line certificate program in Learning Sciences and New Media and Technology. Indiana University IDEA initiative ($75,000)

Hickey, D. T. (2008-2011). A 21^st century assessment project for situated and sociocultural approaches to learning. Subcontract from the University of Arizona from a grant from the Macarthur Foundation to Principle Investigator James Gee ($210,000).Hickey, D. T., Mewborn, D. S, & Lewison, M. A. (2005-2008). Multi-level assessment for enhancing mathematical discourse, curriculum, and achievement in diverse elementary school classrooms. Grant REC 0553072 from the US National Science Foundation’s Research on Learning Environments (ROLE) program to Indiana University ($824,214).

RECENT PUBLICATIONS

 Wolfe, E. W., Hickey, D. T., Kindfield, A. C. H.  (2009). An application of the multidimensional random coefficients multinomial logit model to evaluating cognitive models of reasoning in genetics. Journal of Applied Measurement, 10, 196-207

• Ph.D in Psychology (Cognitive Studies), July 1995, Vanderbilt University, Nashville, TN
• M.S. in Psychology, July, 1993, Vanderbilt University, Nashville, TN
• B.A. in Liberal Studies (Educational Technology, Telecommunications, & English), May, 1984, San Diego State University, San Diego, CA

• Barab, S, Zuiker, S., Warren, S, Hickey, D., Ingram-Goble, A, Kwon, E., Kouper, I, & Herring, S. (2007). Situationally embodied curriculum: Relating formalisms and contexts. Science Education, 91, 750-782.
• Barab, S., Sadler, T., Heiselt, C., Hickey, D., & Zuiker, S. (2007). Relating narrative, inquiry, and inscriptions: A framework for socioscientific inquiry. Journal of Science Education and Technology, 16, 59-82.
• Anderson, K., Zuiker, S., Taasobshirazi, G., & Hickey, D. T. (2007). Discourse analysis for enhancing the formative value of classroom assessment practices in science. International Journal of Science Education, 29, 1721-1744
• Hickey, D. T., & Anderson, K. (2007). Situative approaches to assessment for resolving problems in educational testing and transforming communities of educational practice. In P. Moss (Ed). Evidence and decision making. The 103rd NSSE Yearbook (pp. 269-293). National Society for the Study of Education/University of Chicago Press.
• Hickey, D. T., Zuiker, S. J., Taasobshirazi, G., & Schafer, N. J., & Michael, M. A., (2006). Three is the magic number: A design-based framework for balancing formative and summative functions of assessment. Studies in Educational Evaluation, 32 (180-201).
• Pellegrino, J. W., & Hickey, D. T. (2006). Knowing what students know: A retrospective and prospective on educational assessment and its role in teaching and learning. In L. Verschaffel, F. Dochy., Boekaerts, M., & Vosniadou, S. (Eds.). Instructional psychology: Past, present, and future trends. Fifteen essays in honor of Erik De Corte (Advances in Learning and Instruction Series) (pp. 169-189). Oxford: Elsevier.
• Barab, S. A., Hay, K. E., Hickey, D. T. (Eds.) (2006). Proceedings of the 7th International Conference for the Learning Sciences. Mahwah, NJ: Erlbaum.
• Hickey, D. T., & Schafer, N. J. (2006). Design-based, participation-centered approaches to classroom management. In C. Evertson & C. Weinstein (Eds.), Handbook of classroom management: Research, Practice, & Contemporary Issues (pp. 281-308). New York: Simon & Schuster Macmillan.
• Taasobshirazi, G., Anderson, K. A., Zuiker, S. J., & Hickey, D. T. (2006). Design-Based Enhancement of Discourse, Understanding, and Achievement in an Astronomy Multimedia Learning Environment. Journal of Science Education and Technology, 15, 383-395.
• Hickey, D. T., & Zuiker, S. J. (2005). Engaged participation: A sociocultural model of motivation with implications for assessment. Invited article for a special issue of Educational Assessment, 10, 277-305
• Hickey, D. T., Pellegrino, J. W. (2005). Theory, level, and function: Three dimensions for understanding the connections between transfer and student assessment. In J. P. Mestre (Ed.). Transfer of learning from a modern multidisciplinary perspective. (pp. 251-253). Greenwich, CT: Information Age Publishers.

• A 21st Century Assessment Project for Situated and Sociocultural Approaches to Learning