Gray, L, Baird, J-A (2020) “Systemic influences on standard setting in national examinations”, Assessment in Education: Principles, Policy & Practice. 27(2) 137-141.
DOI: http://doi.org/10.1080/0969594X.2020.1750116
BAIRD, J, Opposs, D, CHANKSELIANI, M, Stobart, G, Kaushik, A, McManus, H, JOHNSON, D (2020) “Governance structure and standard setting in educational assessment”, Assessment in Education: Principles, Policy and Practice. 27(2) 192-214.
DOI: http://doi.org/10.1080/0969594X.2020.1730766
CHILDS, A, BAIRD, J (2020) “General Certificate of Secondary Education (GCSE) and the assessment of science practical work: an historical review of assessment policy”, The Curriculum Journal. 31(3) 357-378.
DOI: http://doi.org/10.1002/curj.20
BAIRD, J, Elliott, V (2019) “Metrics in education—control and corruption”, Oxford Review of Education. 44(5) 533-544.
DOI: http://doi.org/10.1080/03054985.2018.1504858
BAIRD, J, Deem, R (2019) “The English Teaching Excellence (and Student Outcomes) Framework: intelligent accountability in higher education?”, Journal of Educational Change. 21 215-215.
DOI: http://doi.org/10.1007/s10833-019-09356-0
BAIRD, J, Pinot de Moira, A, Meadows, M (2019) “The SES equity gap and the reform from modular to linear GCSE mathematics”, British Educational Research Journal. 46(2) 421-436.
DOI: http://doi.org/10.1002/berj.3585
Hopfenbeck, TN, Lenkeit, J, El Masri, Y, Cantrell, K, Ryan, JM, BAIRD, J (2017) “Lessons learned from PISA: a systematic review of peer-reviewed articles on the Programme for International Student Assessment”, Scandinavian Journal of Educational Research.
DOI: http://doi.org/10.1080/00313831.2016.1258726
El Masri, Y, Ferrara, S, Foltz, PW, BAIRD, J (2017) “Predicting item difficulty of science National Curriculum tests: The case of Key Stage 2 assessments”, Curriculum Journal.
DOI: http://doi.org/10.1080/09585176.2016.1232201
BAIRD, J, Meadows, M, Leckie, G, Caro, D (2017) “Rater accuracy and training group effects in Expert- and Supervisor-based monitoring systems”, Assessment in Education: Principles, Policy and Practice. 24(1) 44-59.
DOI: http://doi.org/10.1080/0969594X.2015.1108283
Baird, J, Andrich, D, hopfenbeck, TN, Stobart, G (2017) “Metrology of education”, Assessment in Education: principles, policy & practice.
DOI: http://doi.org/10.1080/0969594X.2017.1337628
BAIRD, J, Andrich, D, Hopfenbeck, TN, Stobart, G (2017) “Assessment and learning: Fields apart?”, Assessment in Education: principles, policy & practice. 24(3) 317-350.
DOI: http://doi.org/10.1080/0969594X.2017.1319337
BAIRD, J, Gray, L (2016) “The meaning of curriculum-related examination standards in Scotland and England: a home-international comparison”, Oxford Review of Education. 42(Issue 3: Education in a Federal UK)
DOI: http://doi.org/10.1080/03054985.2016.1184866
El Masri, Y, BAIRD, J, Graesser, A (2016) “Language effects in international testing: The case of PISA 2006 science items”, Assessment in Education: Principles, Policy & Practice. 23(4) 427-427.
DOI: http://doi.org/10.1080/0969594X.2016.1218323
Caro, DH, BAIRD, J, HOPFENBECK, T (2016) “Student perceptions of predictability of examination requirements and relationship with outcomes in high-stakes tests in Ireland”, Irish Educational Studies.
DOI: http://doi.org/10.1080/03323315.2016.1227719
BAIRD, J, Johnson, S, Hopfenbeck, TN, Isaacs, T, Sprague, T, Stobart, G, Yu, G (2016) “On the supranational spell of PISA in policy”, Educational Research.
DOI: http://doi.org/10.1080/00131881.2016.1165410
Elwood, J, Hopfenbeck, T, BAIRD, J (2015) “Predictability in high-stakes examinations: students’ perspectives on a perennial assessment dilemma”, Research Papers in Education. 32(1) 1-17.
DOI: http://doi.org/10.1080/02671522.2015.1086015
Lenkeit, J, Chan, J, Hopfenbeck, TN, BAIRD, J (2015) “A review of the representation of PIRLS related research in scientific journals”, Educational Research Review. 16 102-115.
DOI: http://doi.org/10.1016/j.edurev.2015.10.002
BAIRD, J (2014) “Assessment and attitude”, Assessment in Education: Principles, Policy and Practice. 21(2) 129-132.
DOI: http://doi.org/10.1080/0969594X.2014.904076
BAIRD, J (2014) “Teachers’ views on assessment practices”, Assessment in Education: Principles, Policy and Practice. 21(4) 361-364.
DOI: http://doi.org/10.1080/0969594X.2014.960689
Elwood, J, Baird, JA (2013) “Students: researching voice, aspirations and perspectives in the context of educational policy change in the 14-19 phase”, London Review of Education. 11(2) 91-96.
DOI: http://doi.org/10.1080/14748460.2013.799806
Baird, JA, Black, P (2013) “Test theories, educational priorities and reliability of public examinations in England”, Research Papers in Education. 28(1) 5-21.
DOI: http://doi.org/10.1080/02671522.2012.754224
BAIRD, J, Black, P (2013) “The reliability of public examinations”, Research Papers in Education. 28(1)
DOI: http://doi.org/10.1080/02671522.2012.754232
Baird, JA, Black, P (2013) “The reliability of public examinations”, Research Papers in Education. 28(1) 1-4.
DOI: http://doi.org/10.1080/02671522.2012.754232
Baird, JA (2013) “The currency of assessments”, Assessment in Education: Principles, Policy and Practice. 20(2) 147-149.
DOI: http://doi.org/10.1080/0969594X.2013.787782
Simpson, L, Baird, JA (2013) “Perceptions of trust in public examinations”, Oxford Review of Education. 39(1) 17-35.
DOI: http://doi.org/10.1080/03054985.2012.760264
Baird, JA (2013) “Judging students' performances”, Assessment in Education: Principles, Policy and Practice. 20(3) 247-249.
DOI: http://doi.org/10.1080/0969594X.2013.812396
Rose, J, Baird, JA (2013) “Aspirations and an austerity state: young people's hopes and goals for the future”, London Review of Education. 11(2) 157-173.
DOI: http://doi.org/10.1080/14748460.2013.799811
Baird, JA (2012) “Science and misfits”, Assessment in Education: Principles, Policy and Practice. 19(2) 141-145.
DOI: http://doi.org/10.1080/0969594X.2012.668003
Daly, AL, Baird, JA, Chamberlain, S, Meadows, M (2012) “Assessment reform: Students' and teachers' responses to the introduction of stretch and challenge at A-level”, Curriculum Journal. 23(2) 139-155.
DOI: http://doi.org/10.1080/09585176.2012.678683
Baird, JA (2012) “Do we need marking at all?”, Assessment in Education: Principles, Policy and Practice. 19(3) 277-279.
DOI: http://doi.org/10.1080/0969594X.2012.692513
Baird, JA, Rose, J, McWhirter, A (2012) “So tell me what you want: A comparison of FE college and other post-16 students' aspirations”, Research in Post-Compulsory Education. 17(3) 293-310.
DOI: http://doi.org/10.1080/13596748.2012.700095
Leckie, G, Baird, JA (2011) “Rater effects on essay scoring: A multilevel analysis of severity drift, central tendency, and rater experience”, Journal of Educational Measurement. 48(4) 399-418.
DOI: http://doi.org/10.1111/j.1745-3984.2011.00152.x
Baird, JA (2011) “Does the learning happen inside the black box?”, Assessment in Education: Principles, Policy and Practice. 18(4) 343-345.
DOI: http://doi.org/10.1080/0969594X.2011.614857
Baird, JA (2011) “Why do people appeal higher education grades and what can it tell us about the meaning of standards?”, Assessment in Education: Principles, Policy & Practice. 18(1) 1-4.
DOI: http://doi.org/10.1080/0969594X.2011.542036
Baird, JA (2010) “What constitutes legitimate causal linking?”, Measurement. 8(4) 151-153.
DOI: http://doi.org/10.1080/15366361003748219
Baird, JA (2010) “Construct-irrelevant variance sometimes has consequential validity”, Assessment in Education: Principles, Policy and Practice. 17(4) 339-343.
DOI: http://doi.org/10.1080/0969594X.2010.516207
Baird, JA (2010) “The theory-practice gap”, Assessment in Education: Principles, Policy and Practice. 17(2) 113-116.
DOI: http://doi.org/10.1080/09695941003732357
Baird, JA (2010) “Beliefs and practice in teacher assessment”, Assessment in Education: Principles, Policy and Practice. 17(1) 1-5.
DOI: http://doi.org/10.1080/09695940903562682
Baird, JA (2010) “Examinations versus teacher assessments”, Assessment in Education: Principles, Policy and Practice. 17(3) 251-254.
DOI: http://doi.org/10.1080/0969594X.2010.496216
BAIRD, J, Lee-Kelley, L (2009) “The dearth of managerialism in implementation of national examinations policy”, Journal of Education Policy. 24(1) 55-81.
DOI: http://doi.org/10.1080/02680930802382938
Baird, JA (2009) “Macro and micro influences on assessment practice”, Assessment in Education: Principles, Policy and Practice. 16(2) 127-129.
DOI: http://doi.org/10.1080/09695940903075883
BAIRD, J, Coxell, A (2009) “Policy, latent error and systemic examination failures”, Cadmo. 17(2) 105-122.
DOI: http://doi.org/10.3280/CAD2009-002011
Royal-Dawson, L, Baird, JA (2009) “Is teaching experience necessary for reliable scoring of extended english questions?”, Educational Measurement: Issues and Practice. 28(2) 2-8.
DOI: http://doi.org/10.1111/j.1745-3992.2009.00142.x
Newton, PE, Stobart, G, Goldstein, H, Goldstein, H, Newton, PE, Harlen, W, Baird, J, Harlen, W, Winter, J, Newton, PE (2008) “Return of the bible”, Assessment in Education: Principles, Policy & Practice. 15(3) 307-320.
DOI: http://doi.org/10.1080/09695940802426427
Baird, JA, Greatorex, J, Bell, JF (2004) “What makes marking reliable? Experiments with UK examinations”, Assessment in Education: Principles, Policy and Practice. 11(3) 331-348.
DOI: http://doi.org/10.1080/0969594042000304627
Richardson, M, Baird, JA, Ridgway, J, Ripley, M, Shorrocks-Taylor, D, Swan, M (2002) “Challenging minds? Students' perceptions of computer-based World Class Tests of problem solving”, Computers in Human Behavior. 18(6) 633-649.
DOI: http://doi.org/10.1016/S0747-5632(02)00021-3
Baird, JA, Scharaschkin, A (2002) “Is the whole worth more than the sum of the parts? Studies of examiners' grading of individual papers and candidates' whole A-level examination performances”, Educational Studies. 28(2) 143-162.
DOI: http://doi.org/10.1080/03055690220124588
Baird, JA, Cresswell, M, Newton, P (2000) “Would the real gold standard please step forward?”, Research Papers in Education. 15(2) 213-226.
DOI: http://doi.org/10.1080/026715200402506
Scharaschkin, A, Baird, JA (2000) “The effects of consistency of performance on A level examiners' judgements of standards”, British Educational Research Journal. 26(3) 343-357.
DOI: http://doi.org/10.1080/713651557
Baird, JA (1998) “What's in a name? Experiments with blind marking in A-level examinations”, Educational Research. 40(2) 191-202.
DOI: http://doi.org/10.1080/0013188980400207
Baird, J, Coxell, A “Policy, Latent Error and Systemic Examination Failures”, CADMO. XVII((2)) 105-122.
DOI: http://doi.org/10.3280/CAD2009-002011
ERDURAN, S, Ioannidou, O, Baird, J-A “The impact of epistemic framing of teaching videos and summative assessments on students' learning of scientific methods.”, International Journal of Science Education.
DOI: http://doi.org/10.1080/09500693.2021.1998717
Hayward, L, BAIRD, J-A, Godfrey-Faussett, T, RANDHAWA, A, Allan, S, McIntosh, E, Hutchinson, C, Spencer, E, Wiseman-Orr, L “National Qualifications in Scotland: a lightning rod for public concern about equity in pandemic”, European Journal of Educational Research.
Ozga, J, BAIRD, J-A, saville, L, Arnott, M, Hell, N “Knowledge, expertise and policy in the examinations crisis in England”, Oxford Review of Education.