Ken Cor, PhD, MEd, BEd, BScEng

Area of Study / Keywords

Applied Educational Measurement Health Professions Education Achievement Motivation

About

I am an educational researcher trained in measurement and evaluation at the University of Alberta (Undergraduate and Masters) and Stanford University (PhD). My interests are in using psychometric analyses to improve performance assessments like OSCEs and other more traditional forms of educational measurement like multiple choice tests. I work as the Assistant Dean Assessment and oversee program evaluation for the Faculty of Pharmacy and Pharmaceutical Sciences. I collaborate on many forms of Pharmacy Education research and also study scientometrics. I teach health science education research methods and other research methods content.

Research

Publications

Peeters, M. J., Cor, M. K., Castleberry, A. N., & Gonyeau, M. J. (2025). Comparing holistic and mixed-approach rubrics for academic poster quality. American Journal of Pharmaceutical Education, 89(4), 101379.

Boaler, J., Conte, K., Cor, K., Dieckmann, J. A., LaMar, T., Ramirez, J., & Selbach-Allen, M. (2025). Studying the Opportunities Provided by an Applied High School Mathematics Course: Explorations in Data Science. Journal of Statistics and Data Science Education, 1–20. https://doi.org/10.1080/26939169.2024.2333735

Silva, D. A., Cor, M. K., Lavasanifar, A., Davies, N. M., & Löbenberg, R. (2022). Using GastroPlus to teach complex biopharmaceutical concepts. Pharmacy Education, 22(1), 336-347.

Cor, K., Sanghera, R., & Brocks, D. R. (2021). Online interviews for the selection of applicants for admission into an entry to practice program in pharmacy: Relationship to performance and student perspectives. Currents in Pharmacy Teaching and Learning. (In Press)

Cor, K., & Brocks, D. R. (2021). Does a sudden shift of testing format from closed-book to open-book change the characteristics of test scores on summative final exams? Currents in Pharmacy Teaching and Learning. (In Press

Peeters, M. J., Cor, M. K., Petite, S. E., & Schroeder, M. N. (2021). Validation Evidence using Generalizability Theory for an Objective Structured Clinical Examination. INNOVATIONS in pharmacy, 12(1), 15-15.

Peeters, M. J., & Cor, M. K. (2020). Guidance for high-stakes testing within pharmacy educational assessment. Currents in Pharmacy Teaching and Learning, 12(1), 1-4.

Nusair, M. B., Cor, M. K., Roberts, M. R., & Guirguis, L. M. (2019). Community pharmacists’ clinical reasoning: a protocol analysis. International Journal of Clinical Pharmacy, 41(6), 1471-1482.

Necyk, C., Cor, K., Mazzuca, A., & Meleshko, L. (2019). An evaluation of Alberta pharmacists’ practices, views and confidence regarding prescription drug abuse and addiction within their practice setting. Canadian Pharmacists Journal / Revue Des Pharmaciens Du Canada. https://doi.org/10.1177/1715163519865914

Ward, A., Hall, J., Mutch, J., Cheung, L., Cor, M. K., & Charrois, T. L. (2019). What makes pharmacists successful? An investigation of personal characteristics. Journal of the American Pharmacists Association: JAPhA, 59(1), 23.

Novovic, J., Charrois, T. L., Cor, M. K., & Hall, J. J. (2018). Admissions processes in North American pharmacy schools: To what extent are characteristics of practice success measured?. Currents in Pharmacy Teaching and Learning, 10(12), 1550-1564.

Faruquee, C. F., Guirguis, L. M., Hughes, C. A., Makowsky, M. J., Sadowski, C. A., Schindel, T. J., Cor, M.K., & Yuksel, N. (2018). Characterizing pharmacist prescribers in Alberta using cluster analysis. Journal Of Pharmaceutical Health Services Research. 10, 5-12.

Cor, M. K., & Brocks, D. R. (2018). Examining the relationship between prerequisite grades and types of academic performance in pharmacy school. Currents in Pharmacy Teaching and Learning. 

Bharadia, R., Lorenz, K., Cor, K., & Simpson, S. H. (2018). Financial remuneration is positively correlated with the number of clinical activities: an example from diabetes management in Alberta community pharmacies. International Journal of Pharmacy Practice, 26(1), 77-80.

Cor, M. K. (2017). Measuring social science concepts in pharmacy education research: From definition to item analysis of self-report instruments. Currents in Pharmacy Teaching and Learning.

Hall, J. J., Katz, S. J., & Cor, M. K. (2017). Patient Satisfaction with Pharmacist‐Led Collaborative Follow‐Up Care in an Ambulatory Rheumatology Clinic. Musculoskeletal care, 15(3), 186-195.

Makowsky, M. J., Cor, K., & Wong, T. (2017). Exploring Electronic Medical Record and Self-Administered Medication Risk Screening Tools in a Primary Care Clinic. Journal of Managed Care & Specialty Pharmacy, 23(5), 566-572.

Lo, A., Lorenz, K., Cor, K., & Simpson, S. H. (2016). Factors affecting number of diabetes management activities provided by pharmacists. Canadian journal of diabetes, 40(6), 535-542.

Cor, M. K. (2016). Trust me, it is valid: Research validity in pharmacy education research. Currents in Pharmacy Teaching and Learning, 8(3), 391-400.

Cor, M. K., & Sood, G. (2016). Guessing and Forgetting: A Latent Class Model for Measuring Learning. Political Analysis, 24(2), 226-242.

Babadagli, H. E., Cor, M. K., & Sadowski, C. A., (2016). Content Related to Older Adults in Canadian Innovator–Drug Product Monographs: An Exploratory Analysis. Pharmaceutical Medicine, 1-7.

Cor, M. K., & Peeters, M. J. (2015). Using generalizability theory for reliable learning assessments in pharmacy education. Currents in Pharmacy Teaching and Learning, 7, 332-341.

Peeters, M. J., Kelly, C.P., & Cor, M.K. (2015). Summative Evaluations When Using an Objective Structured Teaching Exercise. American journal of pharmaceutical education, 79(4).

Sadowski, C.A., Cor, M.K., Cave, A., & Banh, H.L. (2015). Administration Technique and Acceptance of Inhaler Devices in Patients with Asthma or COPD. Annals of Pharmacotherapy, 49(6), 639-648.

Banh, H.L., Cor, M.K., (2014). Evaluation of an Injection Training and Certification Program for Pharmacy Students. American Journal of Pharmaceutical Education, 78(4).

Cor, M.K., Haertel, E., Krosnick, J.A., & Malhotra, N. (2012). Improving ability measurement in surveys by following the principles of IRT: The Wordsum vocabulary test in the General Social Survey. Social Science Research, 41(5), 1003-1016.

Leighton, J.P., Gokiert, R.J., Cor, M.K., & Heffernan, C. (2010). Teacher views about the cognitive diagnostic merits of classroom- versus large-scale assessments: Implications for assessment literacy. Assessment in Education: Principles, Policy & Practice, 17, 7-21.

Cor, K., Alves, C., & Gierl, M.J. (2009). Three Applications of Automated Test Assembly within a User-Friendly Modeling Environment. Practical Assessment, Research and Evaluation, 14(14), 1-23.

Leighton, J., Cui, Y., & Cor, M.K. (2009). Testing Expert-Based And Student-Based Cognitive Models: An Application of the Attribute Hierarchy Method And Hierarchical Consistency Index. Applied Measurement in Education, 22(3), 229-254.

Cor, K., Alves, C., & Gierl, M. J. (2008). Computer Software Review: Conducting Automated Test Assembly Using the Premium Solver Platform Version 7.0 With Microsoft Excel and the Large-Scale LP/QP Solver Engine Add-In. Applied Psychological Measurement, 32(8), 652-663.

Teaching

Health science education research methods focusing on quantitative approaches and measurement

EDHS 503 - Introduction to Methods of Educational Research

Priority given to graduate students in the Master of Education in Health Sciences Education program. This course offers an overview of the broad spectrum of quantitative and qualitative research, with an emphasis on the health sciences educator as a researcher and knowledge mobilizer. Students will explore research planning, improving the readability of research reporting, and translating results into practice. Sections are offered at an increased rate of fee assessment.

PHARM 498 - Research and Directed Studies

Investigational work under the supervision of a member of the Faculty. Preparation of a written report and presentation are required. Prerequisites: consent of the Faculty and the approval of a Faculty member to supervise the research or project. This course may be taken during Spring/Summer by special arrangement. Credit may be obtained for this course more than once.

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