The Centre’s overall aim is to investigate the impact of educational assessment. Connections between policy, assessment theory and practice need to be elucidated, researched and critiqued for assessment to play a better role in improving education.
The Centre’s main research priorities are to:
Conduct research into the role of assessment in developing, implementing and monitoring system-level change.
Develop models of educational assessment to increase understanding of learning processes, resource use and outcomes in education systems.
Undertake systematic analyses of assessment, public policy and the interaction between them in various sectors of education and subject domains. For example, the use of international test data within and across education systems.
Investigate how assessment is perceived and used by stakeholders (learners, parents, institutions, employers, policy-makers) within education systems.
Critically examine notions of validity, reliability and standards in relation to different modes of assessment and to different purposes.
Evaluate the potential for the use and application of psychometrics to enhance the validity and reliability of educational assessment.
Explore the opportunities for, and the impacts of, new assessment technologies in test design, test distribution, test administration and results delivery.
Research on Standards in GCSEs in Wales
Communicating standards for national qualifications
Independent Review of Qualifications and Assessment in Scotland
Progress in International Reading Literacy Study (PIRLS) 2021
PISA 2022 National Centre
Programme for International Student Assessment reports for England, Wales and Northern Ireland
Perceptions of Standards in Scotland (PASS)
Research on how the public view standards in Scotland
Knowledge use in examinations and assessment policy formation during Covid
A case study of the policy process in education in England during the pandemic
Resilience in the national qualifications system in England
What features of England’s examination system that make it vulnerable to failure, particularly in the face of disruptive events?
Setting and maintaining standards in national examinations
Examination standards are not well defined in theoretical terms and this leads to problems in their public understanding, with consequent periodic crises in public confidence.
Enhancing Summative Assessment of Practical Science Skills at GCSE
A project addressing how practical science can be better assessed at GCSE.
OUCEA is part of the Department of Education, University of Oxford, 15 Norham Gardens OX2 6PY