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Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity problems in education fields and the school integration situation of underprivileged children. After the completion of her bachelor’s degree, she started her Master in Educational Assessment at Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). Her DPhil thesis aims to explore the predictability of China’s National College Entrance Examination (gaokao).

Title of Thesis

The Predictability of the National College Entrance Examination in China.

 

 

Yuanyue Hao obtained his BA degree in English (TESOL) in East China Normal University and MA degree in applied linguistics in Fudan University. Prior to his DPhil study, he taught TOEFL writing and EAP listening for Chinese learners of English.

His research involves interdisciplinary enquiries into applied linguistics and educational assessment, specifically language testing, adult second language speech, discourse analysis, corpus linguistics, global Englishes, natural language processing, and Rasch measurement. He is interested in the longitudinal attainment of L2 pronunciation of English by Chinese adult learners, analysed from the perspectives of many-facet Rasch model, phonetic analysis and natural language processing. His research tools include SPSS, R, Python, NVivo, Facets and RUMM.

Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels

Publications

Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)

Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.

His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.

Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).

Title of Thesis

The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics

Publications

Zhanxin is a DPhil candidate in education at the University of Oxford. Her research interests include the assessment policy, the predictability and standards of high-stakes tests, assessment for learning and e-assessment.

Zhanxin took her undergraduate study at Beijing Normal University. She joined sever