Emeritus Professor Gordon Stobart

Professor Stobart is Senior Research Fellow at the Oxford University Centre for Educational Assessment (OUCEA) and Emeritus Professor of Education at the Institute of Education, University College London.

He has worked in education as a teacher, psychologist, policy researcher and academic. His expertise is in assessment, with much of his recent work focusing on Assessment for Learning.

After teaching for eight years in secondary schools in Africa and Inner London he retrained, and worked, as an Educational Psychologist. This led to a Fulbright Scholarship in the USA, where he gained a PhD for research into the integration of special needs students in mainstream classrooms.

Returning to the UK he worked as an assessment researcher for 20 years, firstly with an exam board and then with government agencies. These posts led to wide experience with assessment policy and the development of national qualifications and assessments.

His move to the University of London Institute of Education provided the opportunity to further develop his work on the formative role of assessment. As a founder member of the Assessment Reform Group he has worked for over twenty years on developing Assessment for Learning, an approach which now has international recognition.

At the same time he was involved in research projects which studied the impact of policy, particularly on teachers. These included a longitudinal study of variations in teacher effectiveness (the VITAE project), evaluations of government strategies in England and Scotland, and the impact of changes in assessment policy (ARIA project).

His current focus is on how expertise develops and the implications for classroom teaching and learning. His most recent book is The Expert Learner: Challenging the myth of ability (2014, OUP/McGraw-Hill).

Much of his current professional work involves working with teachers on classroom teaching and learning – and the role formative assessment plays in this.

Recent conference presentations

  • Feb 2015: Annual Conference of the Inspectorate, Galway Bay, Ireland. Invited Keynote: Effective Learning – What matters most?
  • Nov 2014: NCCA Conference, Dublin, Ireland. Invited Keynote: Key skills – what are they and how can we assess them?
  • Sep 2014: 3rd Black Sea Conference, Batumi, Georgia. Invited Keynote: What do we know about effective classroom assessment?
  • May 2014: IAEA Annual Conference, Singapore. Invited Keynote: What is 21st Century Learning and how can assessment help?
  • Apr 2014: International Symposium on Classroom Assessment and Assessment for Learning, Fredericton, New Brunswick. Assessment for Learning – has the warranty run out?
  • Nov 2013: AEA-Europe Annual Conference, Paris. The impact of high-stakes accountability testing on teaching and learning – implications for test development

Selected Publications 2002-2015

  • HOPFENBECK, T.N. & STOBART, G. (Eds) (2015) Assessment for Learning: Lessons learned from large-scale evaluations of implementations. Special Issue of Assessment in Education: Principles, Policy and Practice, ​22, 1, 1-177. 
  • STOBART, G. (2014) What is 21st Century Learning – and what part does classroom assessment play? Assessment and Learning 3, 1-14; Hong Kong Education Bureau.
  • STOBART, G.(2014) The Expert Learner; Challenging the myth of ability, Maidenhead, McGraw-Hill/Open University Press.
  • EGGEN, T.J.H.M. & STOBART, G. (Eds) (2014) High Stakes Testing in Education: Value, fairness and consequences,London, Routledge.
  • STOBART, G. & HOPFENBECK, T.N. (2014) Assessment for Learning and formative assessment, in BAIRD, J-A., HOPFENBECK, T., NEWTON, P., STOBART, G. & STEEN-UTHEIM, A.T. State of the Field Review of Assessment and Learning,Norwegian Knowledge Centre for Education study 13/4697.
  • STOBART, G. & EGGEN, T. (2012) High-stakes testing – value, fairness and consequences, Assessment in Education, 19,1, 1-6.
  • STOBART, G. (2012) Validity in formative assessment, in J.GARDNER (Ed.) Assessment and Learning, 2nd Edition, London, Sage.
  • BAIRD, J., ISAACS, T., JOHNSON, S., STOBART, G., YU, G., SPRAGUE, T. & DAUGHERTY, R.(2011) Policy Effects of PISA.
  • BAIRD, J., ELWOOD, J., DUFFY, G., FEILER, A., O’BOYLE, A., ROSE, J. & STOBART, G. (2011) 14–19 Centre Research Study: Educational Reforms in Schools and Colleges in England Annual Report. London: QCDA.
  • STOBART, G. (2011) Validity in formative assessment, in J.GARDNER (Ed.) Assessment and Learning, 2nd Edition, London, Sage.
  • GARDNER, J., HARLEN, W., HAYWARD, L. & STOBART, G. (2010) Developing Teacher Assessment, Maidenhead, McGraw-Hill/Open University Press.
  • STOBART, G. & GIPPS.C. (2010) Alternative Assessment, in B. MCGRAW, E. BAKER, & P. PETERSON (Eds) International Encyclopedia of Education, 3rd Edition, 202-208, Elsevier.
  • GIPPS, C. & STOBART, G. (2010) Fairness in B. McGraw, E. Baker, & P. Peterson (Eds) International Encyclopedia of Education, 3rd Edition, 56-60, Elsevier.
  • STOBART, G. (2009), Determining validity in national curriculum assessments, Educational Research, 51, 2, 161-179.
  • GIPPS, C. & STOBART, G. (2009) Fairness in assessment, in C. WYATT-SMITH & J. CUMMING (Eds) Educational Assessment in the 21st Century, 105-118, Dordrecht, Springer.
  • STOBART, G. (2008) Testing Times. Abingdon, Routledge.
  • GARDNER, J., HARLEN, W., HAYWARD, L. & STOBART, G. (2008) Changing Assessment Practice: Process, Principles and Standards, London, Assessment Reform Group.
  • DAY, C.W., SAMMONS, P., STOBART, G., KINGTON, A., & GU, Q. (2007) Teachers Matter, Maidenhead, Open University Press.
  • STOBART, G. (2006) The validity of formative assessment, in J.GARDNER (Ed.) Assessment and Learning, London, Sage, 133-146.
  • STOBART, G. (2006) The role of formative assessment, in M. SAINSBURY, C. HARRISON & A. WATTS (Eds) Assessing Reading,Slough, NfER, 168-178.
  • ASSESSMENT REFORM GROUP (2006) The role of teachers in the assessment of learning, Cambridge, Cambridge Faculty of Education.
  • STOBART, G. (2005) Fairness in multicultural assessment systems, Assessment in Education, 12, 3, 275-287.
  • STOBART, G. & STOLL, L. (2005) The Key Stage 3 Strategy: What kind of reform is this? Cambridge Journal of Education, 35, 2, 225-238.
  • STOLL, L. & STOBART, G. (2005) Informed Consent? Issues in Implementing and sustaining Government-driven Education Change, in N. BASCIA, A. CUMMING, A. DATNOW, K. LEITHWOOD & D. LIVINGSTONE (Eds) Handbook of Educational Policy, Dordrecht, Kluwer.
  • GIPPS, C. & STOBART, G. (2004) Fairness in assessment,Perspectives on Pupil Assessment, London, GTC.
  • GIPPS, C. & STOBART, G. (2003) Alternative Assessment, in: T. KELLAGHAN & D.STUFFLEBEAM (Eds) International Handbook of Educational Assessment, Dordrecht: Kluwer Academic Publishers.
  • ASSESSMENT REFORM GROUP (2002) Testing, Motivation and Learning, Cambridge, University of Cambridge Faculty of Education.
  • ASSESSMENT REFORM GROUP (2002) Assessment for Learning: 10 Principles, Cambridge, University of Cambridge Faculty of Education.

Category

  • Honorary Research Fellow

Research groups

  • OUCEA