Department of Education

Yasmine El Masri

Research Fellow

College Affiliation: Brasenose College

Yasmine El Masri is a Research Fellow at OUCEA and a Hulme Junior Research Fellow in Educational Assessment at Brasenose College.

In April 2018 Yasmine was appointed by Ofqual to be part of their External Assessment Specialists Group. The appointment is for a 3 year term. Dr El Masri’s research interests are at the intersection of educational assessment, science education and language. Her work examines the impact of design and question formulation on the difficulty and demands of tasks. Her doctoral thesis examined the impact of language on the difficulty of PISA science tests across UK, France and Jordan using different psychometric and statistical techniques including Rasch modelling and differential item functioning.

She has recently led a project, funded by ESRC under the GCRF scheme, in which she collaborated with a local NGO in Lebanon that produces computer-based interactive tasks in multiple languages for deprived youth in the country, including Syrian refugees. Dr El Masri is a member of the Project Management team of Project Calibrate, a three-year project funded by the Wellcome Trust and aiming to enhance summative assessments of practical science in the UK.

Dr El Masri holds a DPhil in Education from the University of Oxford, a Master’s of Arts in Science Education and a Bachelor’s of Science in Biology from the American University of Beirut (AUB). Before coming to Oxford, Dr El Masri was a science teacher in secondary schools in Beirut and Abu Dhabi.

Funded Research Projects:

  • Calibrate Project

    Researcher, Leader of Study 2 and member of the Project Management Board. Funder: Wellcome Trust; Award: £270,773

  • Using Technology in Science Tasks

    Reducing Language Barriers for Syrian Refugees in Lebanon, PI. Funder: ESRC GCRF; Award: £100,000

  • Aga Khan University Language Policy Thinking Group PI. Funder

    Oct 2016 – Jun 2017

    Aga Khan University; Award: £20,000

  • ystematic review on judging demands and predicting task difficulty, PI. Funder

    Apr - October 2016

    Oxford University Department of Education; Award: £3,366

  • Task Difficulty Models, Co-investigator with Professor Jo-Anne Baird. Funder

    Jan - Dec 2015

    Pearson Inc.; Award: £46,667

Doctoral Applications

  • item difficulty and demands
  • language in educational assessment
  • science assessments
  • differential item functioning (DIF)
  • Rasch modelling
  • international large-scale assessments

  • Subjects Taught

    MSc Educational Assessment

Publications:

  • Featured Publications

    • Hopfenbeck, TN, Lenkeit, J, El Masri, Y, Cantrell, K, Ryan, J, Baird, J-A (2018) “Lessons Learned from PISA: A Systematic Review of Peer-Reviewed Articles on the Programme for International Student Assessment”, SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH.
      DOI: http://doi.org/10.1080/00313831.2016.1258726

    • El Masri, YH, Ferrara, S, Foltz, PW, Baird, JA (2017) “Predicting item difficulty of science national curriculum tests: the case of key stage 2 assessments”, Curriculum Journal.
      DOI: http://doi.org/10.1080/09585176.2016.1232201

    • El Masri, YH, Baird, JA, Graesser, A (2016) “Language effects in international testing: the case of PISA 2006 science items”, Assessment in Education: Principles, Policy and Practice.
      DOI: http://doi.org/10.1080/0969594X.2016.1218323

    • Hopfenbeck, TN, Tolo, A, Florenz, T, El Masri, Y (2013) “Balancing trust and accountability? The Assessment for Learning Programme in Norway”, In: Report for OECD.

    • El Masri, Y, Vlaardingerbroek, B (2010) “Science textbook readability in Lebanon: A comparison between anglophone and francophone learning milieux”, Mediterranean Journal of Educational Studies. Euro-Mediterranean Centre for Educational Research.

    • Vlaardingerbroek, B, El Masri, Y (2008) “The status of evolutionary theory in undergraduate biology programmes at Lebanese universities: A comparative study”, International Journal of Educational Reform.

  • Book chapters

    • EL MASRI, Y (2018) “International assessments of science: Key points explained”, In: I Banner, J HILLIER (eds.) ASE Guide To Secondary Science 4th Edition. The Association for Science Education.

  • Journal articles

    • Hopfenbeck, TN, Lenkeit, J, El Masri, Y, Cantrell, K, Ryan, J, Baird, J-A (2018) “Lessons Learned from PISA: A Systematic Review of Peer-Reviewed Articles on the Programme for International Student Assessment”, SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH. 62(3) 333-353.
      DOI: http://doi.org/10.1080/00313831.2016.1258726

    • El Masri, YH, Ferrara, S, Foltz, PW, Baird, JA (2017) “Predicting item difficulty of science national curriculum tests: the case of key stage 2 assessments”, Curriculum Journal. 28(1) 59-82.
      DOI: http://doi.org/10.1080/09585176.2016.1232201

    • El Masri, YH, Baird, JA, Graesser, A (2016) “Language effects in international testing: the case of PISA 2006 science items”, Assessment in Education: Principles, Policy and Practice. 23(4) 427-455.
      DOI: http://doi.org/10.1080/0969594X.2016.1218323

    • El Masri, Y, Vlaardingerbroek, B (2010) “Science textbook readability in Lebanon: A comparison between anglophone and francophone learning milieux”, Mediterranean Journal of Educational Studies. 15(1) 109-124.

    • Vlaardingerbroek, B, El Masri, Y (2008) “The status of evolutionary theory in undergraduate biology programmes at Lebanese universities: A comparative study”, International Journal of Educational Reform. 15 150-163.

    • Vlaardingerbroek, B, Hachem El-Masri, Y (2008) “Student transition to upper secondary vocational and technical education (vte) in lebanon: From stigma to success”, Journal of Vocational Education and Training. 60(1) 19-33.
      DOI: http://doi.org/10.1080/13636820701828788

    • Vlaardingerbroek, B, Jaber, LZ, El-Masri, YH (2008) “The lebanese brevet professionnel: Resurgence of a lower secondary vocational track”, Journal of Vocational Education and Training. 60(4) 413-422.
      DOI: http://doi.org/10.1080/13636820802591848

  • Reports

    • Hopfenbeck, TN, Tolo, A, Florenz, T, El Masri, Y (2013) “Balancing trust and accountability? The Assessment for Learning Programme in Norway”, In: Report for OECD.

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