Dr. Melanie DiLoreto

• Position: Instructor
• Department: Teaching, Leadership, and Research
• Office Location: Building 85, Room 193
• mdiloreto@uwf.edu
• Campus: 850.857.6496
• Curriculum Vitae (CV)

Biography

Dr. Melanie DiLoreto is an instructor in the School of Education. She teaches undergraduate and graduate courses in foundations, research, assessment, measurement, and advanced data analyses.

Dr. DiLoreto was a leader of UWF’s successful effort to win $540,000 in ongoing grants from the Florida Department of Education to develop methods to assess the content of hard-to-measure K-12 courses such as physical education, music, and art.  Additionally, she obtained two faculty research grants to study student engagement in online learning environments.  She also recently published the textbook, Testing & Measurement: A Practical Guide for Classroom Teachers and Aspiring Educational Leaders.

Her research areas include engagement in online learning, educational assessment, program evaluation, scale development, and measurement modeling.

Publications carrying Dr. DiLoreto’s work include International Journal of Educational Leadership Preparation, Psychology Research, The Journal of Correctional Education, Journal of Practitioner Research, International Journal of Learning, and Teaching and Educational Research.

Degrees & Institutions

Dr. DiLoreto has a Ph.D. from the University of Southern Mississippi in Educational Research, Evaluation, Statistics, and Assessment. She has two degrees from UWF including a B.A. in Elementary Education and a M.Ed. in Educational Leadership with specializations in curriculum development and school counseling.

Research

• Research Methodology
• Survey Research
• Applied Statistics
• Structural Equation Modeling
• Teaching and Learning
• Educational Assessment
• Program Evaluation
• Psychometrics

Publications

DiLoreto, M. (2024). An investigation of faculty and undergraduate students' beliefs about student engagement activities in online courses. International Journal of Latest Research in Humanities and Social Science, 7(5), 163-173.

DiLoreto, M., Gray, J., & Schutts, J. (2022). Student satisfaction and perceived learning in online learning environments: An instrument development and validation study. Educational Leadership Review, 22(1), 115-134.  

DiLoreto, M. (2020). Testing and measurement: A practical guide for classroom teachers and aspiring educational leaders (1^st ed.). Cognella.

DiLoreto, M. (2020). University faculty and students’ conceptions of assessment. In. P. M. Jenlink (Ed.), Teacher preparation and practice: Reconsideration of assessment for learning. (pp.107-142). Rowman & Littlefield. 

DiLoreto, M. (2019). Testing and measurement: A practical guide for classroom teachers and aspiring educational leaders (preliminary ed.). Cognella.

DiLoreto, M. (2018). Clinical field experiences of nontraditional pre-service teachers: Issues and beliefs. Journal of Practitioner Research, 3(2), 1-13.

DiLoreto, M., Ash, G., Johnson, J., Shope, S., & Kokiko, C. (2017).  A collaborative model for innovative facility-based educational programming: The JCESC-EOCC oil and gas certification training program. Journal of Correctional Education, 68(3), 3-18.

DiLoreto, M., Pellow, C., & Stout, D. L. (2017). Exploration of conceptions of assessment within high-stakes U.S. culture.  International Journal of Learning, Teaching and Educational Research, 16(7), 1-9.

DiLoreto, M., & Gaines, T. (2016). An investigation of discrepancies between qualitative and quantitative findings in survey research. International Journal of Learning, Teaching and Educational Research, 15(12), 145-154.

Gray, J., & DiLoreto, M. (2016). The effects of student engagement, student satisfaction, and perceived learning in online learning environments. International Journal of Educational Leadership Preparation, 11(1), 98-119.

DiLoreto, M., Nguyen, G., & Stout, D. L. (2015). CARI: A model of assessment for educator preparation programs. Psychology Research, 5(4), 238-248. doi:10.17265/2159-5542/2015.04.003

Keywords: assessing content of hard-to-measure courses, teacher preparation impact on K-12 student learning, educational policy, educational assessment, research and measurement methods, student engagement in online learning, assessment of educator preparation, employers’ satisfaction with teachers’ ability to integrate technology into the classroom