Bio

First year student at the Graduate School of Education (GSE), pursuing the Education Data Science (MS) program. Hit me up (masharma@stanford.edu) to discuss data science and/or education equity!

Honors & Awards

  • Panelist at the ASEF Young Leaders Summit (Salamanca), Asia-Europe Foundation (ASEF) (2023)
  • Participant at Alan Turing Institute’s Data Study Group (London), The Alan Turing Institute (2023)
  • Participant at EEF's conference on ‘embedding data and evidence into education’ (Barcelona), Education Endowment Foundation (2022)
  • Participant at Inter-Research Symposium (Bangkok), Southeast Asian Ministers of Education Organization (SEAMEO)'s RIHED (2022)

Education & Certifications

  • Bachelor of Technology (B.Tech.), Delhi Technological University (DTU), Electrical and Electronics Engineering (2020)
  • DELF B1, French Ministry of Education, French Language (2019)
  • High School, St. Mark's Sr. Sec. Public School, New Delhi, Non-Medical Science (2016)

Service, Volunteer and Community Work

  • Infographics Design Volunteer, FAO Rome, UNICEF Nepal, UNV Dem. Rep. of Congo (2018 - 2019)

    Visualised key statistics on ‘Breastfeeding trends in Nepal’ (for UNICEF Nepal), ‘Community of Practice on Agriculture: Needs’ (for FAO Rome) and ‘UNV Engagement in the DRC’ (for UNV DRC).

    Location

    Virtual

Contact

  • Academic
    masharma@stanford.edu
    University - Student Department: Graduate School of Education Position: Graduate

Additional Info

Links

Research Interests

  • Assessment, Testing and Measurement
  • Data Sciences
  • Diversity and Identity
  • Equity in Education
  • Research Methods
  • Social and Emotional Learning

Work Experience

  • Associate National Project Officer - Data Science, UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (July 1, 2020 - September 15, 2024)

    • Served as the primary data science liaison at MGIEP, enhancing its role in using data to achieve SDG 4.7 • Developed expertise in psychometric assessment and impact evaluation to test educational interventions for scaling up in UNESCO member states • Published 7+ peer-reviewed journal & conference articles, and several UNESCO policy briefs. • Rated ‘exceeding expectations’ in 2021 and 2023.

    Location

    New Delhi, India

All Publications

  • Decoding Actionability: A Computational Analysis of Teacher Observation Feedback Sharma, M., Zhang, J. edited by Kochmar, E., Alhafni, B., Bexte, M., Burstein, J., Horbach, A., Laarmann-Quante, R., Tack, A., Yaneva, Yuan, Z. ASSOC COMPUTATIONAL LINGUISTICS-ACL. 2025: 898-907

    View details for Web of Science ID 001616250100067

  • Global citizenship identity mediates the relationship of knowledge, cognitive, and socio-emotional skills with engagement towards global issues. Scientific reports Carmona, M., Sharma, M., Singh, N. C. 2024; 14 (1): 22209

    Abstract

    The UN Sustainable Development Goals (SDGs) provide a unified framework to address interconnected global issues, emphasizing the need for collective action across all sectors of society to achieve a sustainable future for all. In this paper, we empirically investigate how knowledge (awareness of global issues), cognitive skills (critical inquiry), and socio-emotional skills (cognitive empathy) relate to engagement towards global issues, and whether global citizenship identification mediates these relationships. Mediation analysis of data from 249 participants revealed that both awareness of global issues and cognitive empathy directly predict higher engagement levels. In contrast, no direct effect of critical inquiry was observed. Global citizenship identification significantly mediated the relationships between all three predictors and engagement: accounting for 70.7% of the effect of critical inquiry, 39.9% of the effect of awareness, and 33.6% of the effect of cognitive empathy. Our findings highlight that global citizenship identification plays a crucial role in translating knowledge and skills into active engagement. The results highlight the potential effectiveness of identity-based interventions in fostering more engaged communities and advancing efforts toward achieving the SDGs.

    View details for DOI 10.1038/s41598-024-72658-8

    View details for PubMedID 39333216

  • The Digital Pedagogy Competence Scale (DiPeCoS): development and validation RESEARCH AND PRACTICE IN TECHNOLOGY ENHANCED LEARNING Rawat, S., Tiwari, S., Sharma, M., Singh, N. 2024; 19

    View details for DOI 10.58459/rptel.2024.19018

    View details for Web of Science ID 001161975100021

  • Measuring teacher beliefs about factors that promote Classroom Social and Emotional Learning (CSEL) Social and Emotional Learning: Research, Practice, and Policy Sharma, M., Chakraborty, A., Singh, N. C. 2024

    View details for DOI 10.1016/j.sel.2024.100049

  • Data Study Group Final Report: Peak District National Park Authority Detecting land cover change in the Peak District National Park using multispectral aerial photography Team, D. G. Turing Institute. 2023
  • The Social and Emotional Learning and Orientation Scale-Development and Validation of a Brief Measure in Hindi JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT Sharma, M., Chheda, S., Piramal, R., Bhatia, N., Frazier, T., Singh, N. 2022; 40 (5): 571-591

    View details for DOI 10.1177/07342829221075517

    View details for Web of Science ID 000779355900001

  • Effects of a Digital Game-Based Course in Building Adolescents' Knowledge and Social-Emotional Competencies. Games for health journal Mukund, V., Sharma, M., Srivastva, A., Sharma, R., Farber, M., Chatterjee Singh, N. 2022; 11 (1): 18-29

    Abstract

    Objective: The purpose of this study was to investigate the efficacy of a digital game-based course to build domain knowledge and social emotional competencies of empathy and compassion in adolescents. Materials and Methods: The study used a digital game Bury me, my Love with an accompanying course which was administered to 201 participants between ages 13-18 across United Arab Emirates (UAE) and India. Standardized self-reports were used to score participants on measures of knowledge and attitudes, empathy, and compassion before and after the intervention. Mixed analyses of variance were conducted with 1 between-subjects factor (gender) and 1 within-subjects factor (time) to determine the impact of the intervention, followed by post hoc t-tests. Results: Increased effects of intervention were obtained for both knowledge and social emotional learning in both UAE and India. Specifically, there was a significant increase in awareness of migration and refugees in both India (P < 0.001) and UAE (P < 0.001). Interesting effects of gender were seen in which females in both countries showed increases in compassion from others (P < 0.05). Conclusion: This study opens a new window in game-based learning. The design of a structured course with learning outcomes that are centered around a digital game establishes its potential to create engaging and accessible solutions to simultaneously build domain knowledge and social-emotional competencies in adolescents.

    View details for DOI 10.1089/g4h.2021.0138

    View details for PubMedID 35041525

  • Polarity Detection in a Cross-Lingual Sentiment Analysis using spaCy Sharma, M. 2020

    View details for DOI 10.1109/icrito48877.2020.9197829

  • Performance Evaluation of Machine Learning Techniques for Fault Detection and Classification in PV Array Systems 7th International Conference on Signal Processing and Integrated Networks (SPIN) Pahwa, K., Sharma, M., Saggu, M. S., Mandpura, A. K. 2020

    View details for DOI 10.1109/spin48934.2020.9071223

https://orcid.org/0000-0003-1119-4675