
Dr. Williams-McBean holds a Ph.D. in Education, an M.Ed. in Educational Measurement (with distinction), a Postgraduate Diploma in Language Education, a BA in Literatures in Literature and Sociology, and a Bachelor of Laws (first class honours) from the University of the West Indies, Mona. In the School of Education, she has served as the Coordinator of Undergraduate Studies and the Coordinator of the Master’s in Educational Measurement Programme. She also provides consultancy services to national and regional organisations, including the Caribbean Examinations Council, the Jamaica Constabulary and the Ministry of Education of Jamaica.
Dr. Williams-McBean has over 19 years of teaching experience at the secondary and tertiary levels. She has also developed and executed training workshops to address assessment and research challenges in the region, including implications for practice, taking into account advancements in artificial intelligence and the importance of education for sustainable development. She is also the Co-Director of the Research, Innovation and Publications for Educators (RIPE) Project, which provides training and mentorship to improve the research competence and output of Jamaican educators. Finally, Dr. Williams-McBean has published mixed methods, quantitative, qualitative and conceptual research articles and workbooks to support secondary school students pursuing the Caribbean Secondary Education Certificate (CSEC) English Language and English Literature examination.
For her publications, she has received two UWI Mona Principal’s Awards:
2025 - Principal’s Award: Best Publication (Article Category) for Conception vs Practice: An Exploration of Select Teachers of English Conception and Use of Assessment in Jamaican Secondary Schools
2020 - Principal’s Award: Best Publication (Article Category) for The Value of a Qualitative Pilot Study in a Multi-Phase Mixed Methods Research
Williams-McBean, C. (2025). Factors influencing teachers’ choice and use of assessment. International Journal of Studies in Education and Science, 6(2), 212-239. https://doi.org/10.46328/ijses.129
Williams-McBean, C. (2025). Using Large Scale Summative Tests to Advance the Integration of Sustainable Development Competencies: A Model for Test Construction. Discourse and Communication for Sustainable Education, 15(2), pp. 28-44. https://doi.org/10.2478/dcse-2024-0014
Williams-McBean, C. (2024). Conception vs practice: an exploration of select teachers of English conception and use of assessment in Jamaican secondary schools. Education Inquiry, 1-25.
Williams-McBean, C. (2024). Feedback Practices of Jamaican Teachers. Educational Research: Theory and Practice, 35(1), 248-265
Williams-McBean, C. (2023). Using school-based assessments to advance the integration of sustainable development competences by capitalising on the practice of teaching to the test. Environmental Education Research, 29(5), 715-732.
Williams-McBean, C. (2022). Assessment tools and strategies used by Jamaica teachers. International Journal of Assessment Tools in Education, 9(4), 883-905.
Williams-McBean, C. (2022). Using School-Based Assessment to Advance the Integration of Sustainable Development Competencies. Environmental Education Research, 1-18.
Williams-McBean, C. (2021). Contextual Considerations: Revision of the Wiliam and Thompson (2007) Formative Assessment Framework in the Jamaican Context. The Qualitative Report, 26(9), 2943-2969.
Williams-McBean, C. (2020). Formative Assessment in Jamaican Classrooms: Towards a Model for More Effective Implementation. [Abstract] The Caribbean Journal of Mixed Methods 1(1), 193-194.
For more publications, visit:
https://scholar.google.com/citations?user=9upWTJIAAAAJ&hl=en
https://www.researchgate.net/profile/Clavia-Williams-Mcbean
https://orcid.org/0000-0003-3434-8913