Jo-Anne is Director of the Oxford University Centre for Educational Assessment.  She completed a six-year term as Head of the Department of Education, has been Standing Adviser to the House of Commons Education Select Committee, a member of Ofqual’s Standing Advisory Group on Standards, Chair of the National Reference Test Expert Group, and a member of the Welsh Government’s Curriculum and Assessment Group.

Before coming to Oxford, Jo-Anne held academic posts at the Institute of Education, University of London and the University of Bristol. Her first degree and doctorate were in psychology and she has an MBA.  Her research projects include Setting and Maintaining Standards in national examinations, Examination reform: the impact of modular and linear examinations at GCSE, Assessment for Learning in Africa (AFLA), intelligent accountability and the Progress in International Reading Literacy Study England national centre.

Her research interests are in educational assessment, including system-wide structures and processes, examination standards, marking and assessment design.  Jo-Anne conducts a lot of work in collaboration with government and industry partners. She is a Co-Lead Editor of the Oxford Review of Education journal.  She has been a Visiting Professor at the universities of Bergen and Queen’s (Belfast) and was awarded an Honorary Doctorate from the University of Bergen in 2019.  From 2013 to 2015 she was President of the Association for Educational Assessment – Europe.

Research

Books
  • Newton, P., Baird, J., Goldstein, H., Patrick, H., & Tymms, P. (2007). Comparability of UK public examinations. QCA book publication.

  • Book chapters
  • Baird, J.-A., & Hopfenbeck, T. (2015). Curriculum in the twenty-first century and the future of examinations. In D. Wyse, L. Hayward, & J. Pandya (Eds.), SAGE Handbook of Curriculum, Pedagogy and Assessment (pp. 821-837). SAGE Publications. https://ora.ox.ac.uk/objects/uuid:b7964492-3d5c-4c2e-a403-3ee2855cbb27
    https://ora.ox.ac.uk/objects/uuid:b7964492-3d5c-4c2e-a403-3ee2855cbb27

  • Baird, J. (2010). Country case study – England. In B. Vlaardingerbroek & N. Taylor (Eds.), Secondary School External Examination Regimes: A Global Overview of a Robust Educational Phenomenon. Cambria Press.

  • Journal articles
  • Baird, J.-A., Elliott, V., & Strand, S. (2024). Foreword to the fiftieth volume. OXFORD REVIEW OF EDUCATION, 50(1), 1-5. https://doi.org/10.1080/03054985.2023.2298577
    DOI: https://doi.org/10.1080/03054985.2023.2298577

  • Hayward, L., Baird, J.-A., Godfrey-Faussett, T., & Randhawa, A. (2023). National Qualifications in Scotland: a lightning rod for public concern about equity in pandemic. European Journal of Education, 58(1), 83-97. https://doi.org/10.1111/ejed.12543
    https://ora.ox.ac.uk/objects/uuid:bfdc6967-4e7e-4368-8068-785eb7dbe15e

  • Ozga, J., Baird, J.-A., Saville, L., Arnott, M., & Hell, N. (2023). Knowledge, expertise and policy in the examinations crisis in England. Oxford Review of Education. https://doi.org/10.1080/03054985.2022.2158071
    https://ora.ox.ac.uk/objects/uuid:946462cf-f7bf-409e-88d4-f6c1dcb86345

  • Baird, J.-A., Hayward, L., Meadows, M., & Hao, Z. (2023). Assessment and learning loss in England: never let a good crisis go to waste. INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION. https://doi.org/10.1080/13603116.2023.2274112
    DOI: https://doi.org/10.1080/13603116.2023.2274112

  • Erduran, S., Ioannidou, O., & Baird, J.-A. (2021). The impact of epistemic framing of teaching videos and summative assessments on students’ learning of scientific methods. International Journal of Science Education, 43(18), 2885-2910. https://doi.org/10.1080/09500693.2021.1998717
    DOI: https://doi.org/10.1080/09500693.2021.1998717

  • Gray, L., & Baird, J.-A. (2020). Systemic influences on standard setting in national examinations. Assessment in Education: Principles, Policy & Practice, 27(2), 137-141. https://doi.org/10.1080/0969594X.2020.1750116
    https://ora.ox.ac.uk/objects/uuid:f290d7b5-e3ee-4d7d-9820-552effb26d87

  • Opposs, D., Baird, J.-A., Chankseliani, M., Stobart, G., Kaushik, A., McManus, H., & Johnson, D. (2020). Governance structure and standard setting in educational assessment. Assessment in Education: Principles, Policy & Practice , 27(2), 192-214. https://doi.org/10.1080/0969594X.2020.1730766
    https://ora.ox.ac.uk/objects/uuid:8bff9f7e-7607-4776-b5cf-2a56391c2039

  • Childs, A., & Baird, J.-A. (2020). General Certificate of Secondary Education (GCSE) and the assessment of science practical work: an historical review of assessment policy. Curriculum Journal, 31(3), 357-378. https://doi.org/10.1002/curj.20
    https://ora.ox.ac.uk/objects/uuid:2dd427cf-ebf3-4378-a7e2-a97842f360ea

  • Pinot De Moira, A., Meadows, M., & Baird, J.-A. (2019). The SES equity gap and the reform from modular to linear GCSE mathematics. British Educational Research Journal, 46(2), 421-436. https://doi.org/10.1002/berj.3585
    https://ora.ox.ac.uk/objects/uuid:b3a528cf-379e-4b71-baff-bebb7b5d47ef

  • Deem, R., & Baird, J.-A. (2019). The English Teaching Excellence (and student outcomes) Framework: intelligent accountability in higher education?. Journal of Educational Change, 21(2020), 215-243. https://doi.org/10.1007/s10833-019-09356-0
    https://ora.ox.ac.uk/objects/uuid:a69b57a1-2721-4b72-8ff9-05554e638391

  • Baird, J.-A., Andrich, D., Hopfenbeck, T., & Stobart, G. (2019). Assessment and learning: fields apart? (vol 24, pg 317, 2017). ASSESSMENT IN EDUCATION-PRINCIPLES POLICY & PRACTICE, 1. https://doi.org/10.1080/0969594X.2017.1371370
    DOI: https://doi.org/10.1080/0969594X.2017.1371370

  • Baird, J.-A., & Elliott, V. (2018). Metrics in education—control and corruption. Oxford Review of Education, 44(5), 533-544. https://doi.org/10.1080/03054985.2018.1504858
    https://ora.ox.ac.uk/objects/uuid:bb01fdb8-d290-41d5-89eb-a37ae9eb6462

  • Baird, J.-A., Andrich, D., Hopfenbeck, T., & Stobart, G. (2017). Metrology of education. Assessment in Education: Principles, Policy & Practice, 24(3), 463-470. https://doi.org/10.1080/0969594X.2017.1337628
    https://ora.ox.ac.uk/objects/uuid:dd491038-61e4-4d45-a619-d0cd33b624eb

  • Hopfenbeck, T., Lenkeit, J., El Masri, Y., Cantrell, K., Ryan, J., & Baird, J.-A. (2017). Lessons learned from PISA: a systematic review of peer-reviewed articles on the Programme for International Student Assessment. Scandinavian Journal of Educational Research, 1-21. https://doi.org/10.1080/00313831.2016.1258726
    https://ora.ox.ac.uk/objects/uuid:76a5957d-0fc1-401a-b37d-1beb95418d43

  • Baird, J.-A., Caro, D., & Hopfenbeck, T. (2016). Student perceptions of predictability of examination requirements and relationship with outcomes in high-stakes tests in Ireland. Irish Educational Studies, 35(4), 361-379. https://doi.org/10.1080/03323315.2016.1227719
    https://ora.ox.ac.uk/objects/uuid:c4c38ab1-74fc-4dd7-a8e6-2143d2b77e6a

  • El Masri, Y., Baird, J.-A., & Graesser, A. (2016). Language effects in international testing: the case of PISA 2006 science items. Assessment in Education, 23(4), 427-455. https://doi.org/10.1080/0969594X.2016.1218323
    https://ora.ox.ac.uk/objects/uuid:fa8b3fcc-ac71-4daf-aa06-1ec407d920eb

  • El Masri, Y., Ferrara, S., Foltz, P., & Baird, J.-A. (2016). Predicting item difficulty of science National Curriculum tests: The case of Key Stage 2 assessments. Curriculum Journal, 28(1), 59-82. https://doi.org/10.1080/09585176.2016.1232201
    https://ora.ox.ac.uk/objects/uuid:79515600-2427-4e38-b4cf-603987af1726

  • Baird, J.-A., & Gray, L. (2016). The meaning of curriculum-related examination standards in Scotland and England: a home-international comparison. Oxford Review of Education, 42(3), 266-284. https://doi.org/10.1080/03054985.2016.1184866
    https://ora.ox.ac.uk/objects/uuid:9d1ecfbb-7e7e-487a-a546-29ba3a3872b3

  • Baird, J.-A., Johnson, S., Hopfenbeck, T., Isaacs, T., Sprague, T., Stobart, G., & Yu, G. (2016). On the supranational spell of PISA in policy. Educational Research, 58(2), 121-138. https://doi.org/10.1080/00131881.2016.1165410
    https://ora.ox.ac.uk/objects/uuid:94250aea-cea7-4fb2-aa08-ec321f3277b9

  • Baird, J., Meadows, M., Leckie, G., & Caro, D. (2015). Rater accuracy and training group effects in Expert- and Supervisor-based monitoring systems. Assessment in Education: Principles, Policy and Practice, 24(1), 44-59. https://doi.org/10.1080/0969594X.2015.1108283
    https://ora.ox.ac.uk/objects/uuid:75a8d069-b8b8-423f-ba08-beec073c04a8

  • Elwood, J., Hopfenbeck, T., & Baird, J.-A. (2015). Predictability in high-stakes examinations: students’ perspectives on a perennial assessment dilemma. Research Papers in Education, 32(1), 1-17. https://doi.org/10.1080/02671522.2015.1086015
    https://ora.ox.ac.uk/objects/uuid:d29bd123-ddb3-4c9d-9434-c0bc86895a61

  • Lenkeit, J., Chan, J., Hopfenbeck, T., & Baird, J.-A. (2015). A review of the representation of PIRLS related research in scientific journals. EDUCATIONAL RESEARCH REVIEW, 16, 102-115. https://doi.org/10.1016/j.edurev.2015.10.002
    DOI: https://doi.org/10.1016/j.edurev.2015.10.002

  • Baird, J. (2014). Teachers’ views on assessment practices. Assessment in Education: Principles, Policy and Practice, 21(4), 361-364. https://doi.org/10.1080/0969594X.2014.960689
    DOI: https://doi.org/10.1080/0969594X.2014.960689

  • Baird, J. (2014). Assessment and attitude. Assessment in Education: Principles, Policy and Practice, 21(2), 129-132. https://doi.org/10.1080/0969594X.2014.904076
    DOI: https://doi.org/10.1080/0969594X.2014.904076

  • Baird, J. (2013). Judging students’ performances. Assessment in Education: Principles, Policy and Practice, 20(3), 247-249. https://doi.org/10.1080/0969594X.2013.812396
    DOI: https://doi.org/10.1080/0969594X.2013.812396

  • Rose, J., & Baird, J. (2013). Aspirations and an austerity state: young people’s hopes and goals for the future. London Review of Education, 11(2), 157-173. https://doi.org/10.1080/14748460.2013.799811
    DOI: https://doi.org/10.1080/14748460.2013.799811

  • Elwood, J., & Baird, J. (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. https://doi.org/10.1080/14748460.2013.799806
    DOI: https://doi.org/10.1080/14748460.2013.799806

  • Baird, J. (2013). The currency of assessments. Assessment in Education: Principles, Policy and Practice, 20(2), 147-149. https://doi.org/10.1080/0969594X.2013.787782
    DOI: https://doi.org/10.1080/0969594X.2013.787782

  • Baird, J., & Black, P. (2013). Test theories, educational priorities and reliability of public examinations in England. Research Papers in Education, 28(1), 5-21. https://doi.org/10.1080/02671522.2012.754224
    DOI: https://doi.org/10.1080/02671522.2012.754224

  • Baird, J., & Black, P. (2013). The reliability of public examinations. Research Papers in Education, 28(1), 1-4. https://doi.org/10.1080/02671522.2012.754232
    DOI: https://doi.org/10.1080/02671522.2012.754232

  • Baird, J.-A., & Black, P. (2013). The reliability of public examinations. Research Papers in Education.

  • Simpson, L., & Baird, J.-A. (2013). Perceptions of trust in public examinations. Oxford Review of Education.

  • Baird, J., 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. https://doi.org/10.1080/13596748.2012.700095
    DOI: https://doi.org/10.1080/13596748.2012.700095

  • Baird, J. (2012). Do we need marking at all?. Assessment in Education: Principles, Policy and Practice, 19(3), 277-279. https://doi.org/10.1080/0969594X.2012.692513
    DOI: https://doi.org/10.1080/0969594X.2012.692513

  • Daly, A., Baird, J., 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. https://doi.org/10.1080/09585176.2012.678683
    DOI: https://doi.org/10.1080/09585176.2012.678683

  • Baird, J. (2012). Science and misfits. Assessment in Education: Principles, Policy and Practice, 19(2), 141-145. https://doi.org/10.1080/0969594X.2012.668003
    DOI: https://doi.org/10.1080/0969594X.2012.668003

  • Leckie, G., & Baird, J. (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. https://doi.org/10.1111/j.1745-3984.2011.00152.x
    DOI: https://doi.org/10.1111/j.1745-3984.2011.00152.x

  • Baird, J. (2011). Does the learning happen inside the black box?. Assessment in Education: Principles, Policy and Practice, 18(4), 343-345. https://doi.org/10.1080/0969594X.2011.614857
    DOI: https://doi.org/10.1080/0969594X.2011.614857

  • Baird, J. (2011). Why do people appeal higher education grades and what can it tell us about the meaning of standards?. Assessment in Education: Principles, Policy and Practice, 18(1), 1-4. https://doi.org/10.1080/0969594X.2011.542036
    DOI: https://doi.org/10.1080/0969594X.2011.542036

  • Baird, J. (2010). Construct-irrelevant variance sometimes has consequential validity. Assessment in Education: Principles, Policy and Practice, 17(4), 339-343. https://doi.org/10.1080/0969594X.2010.516207
    DOI: https://doi.org/10.1080/0969594X.2010.516207

  • Baird, J. (2010). What constitutes legitimate causal linking?. Measurement, 8(4), 151-153. https://doi.org/10.1080/15366361003748219
    DOI: https://doi.org/10.1080/15366361003748219

  • Baird, J. (2010). Examinations versus teacher assessments. Assessment in Education: Principles, Policy and Practice, 17(3), 251-254. https://doi.org/10.1080/0969594X.2010.496216
    DOI: https://doi.org/10.1080/0969594X.2010.496216

  • Baird, J. (2010). The theory-practice gap. Assessment in Education: Principles, Policy and Practice, 17(2), 113-116. https://doi.org/10.1080/09695941003732357
    DOI: https://doi.org/10.1080/09695941003732357

  • Baird, J. (2010). Beliefs and practice in teacher assessment. Assessment in Education: Principles, Policy and Practice, 17(1), 1-5. https://doi.org/10.1080/09695940903562682
    DOI: https://doi.org/10.1080/09695940903562682

  • BAIRD, J., & Coxell, A. (2009). Policy, latent error and systemic examination failures. Cadmo, 17(2), 105-122. https://doi.org/10.3280/CAD2009-002011
    DOI: https://doi.org/10.3280/CAD2009-002011

  • Royal-Dawson, L., & Baird, J. (2009). Is teaching experience necessary for reliable scoring of extended english questions?. Educational Measurement: Issues and Practice, 28(2), 2-8. https://doi.org/10.1111/j.1745-3992.2009.00142.x
    DOI: https://doi.org/10.1111/j.1745-3992.2009.00142.x

  • Baird, J. (2009). Macro and micro influences on assessment practice. Assessment in Education: Principles, Policy and Practice, 16(2), 127-129. https://doi.org/10.1080/09695940903075883
    DOI: https://doi.org/10.1080/09695940903075883

  • Baird, J., & Lee-Kelley, L. (2009). The dearth of managerialism in implementation of national examinations policy. Journal of Education Policy, 24(1), 55-81. https://doi.org/10.1080/02680930802382938
    DOI: https://doi.org/10.1080/02680930802382938

  • Newton, P., Stobart, G., Goldstein, H., Goldstein, H., Newton, P., Harlen, W., Baird, J., Harlen, W., Winter, J., & Newton, P. (2008). Return of the bible. Assessment in Education: Principles, Policy &Amp; Practice, 15(3), 307-320. https://doi.org/10.1080/09695940802426427
    DOI: https://doi.org/10.1080/09695940802426427

  • Baird, J., Greatorex, J., & Bell, J. (2004). What makes marking reliable? Experiments with UK examinations. Assessment in Education: Principles, Policy and Practice, 11(3), 331-348. https://doi.org/10.1080/0969594042000304627
    DOI: https://doi.org/10.1080/0969594042000304627

  • Richardson, M., Baird, J., 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. https://doi.org/10.1016/S0747-5632(02)00021-3
    DOI: https://doi.org/10.1016/S0747-5632(02)00021-3

  • Baird, J., & 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. https://doi.org/10.1080/03055690220124588
    DOI: https://doi.org/10.1080/03055690220124588

  • Baird, J., Cresswell, M., & Newton, P. (2000). Would the real gold standard please step forward?. Research Papers in Education, 15(2), 213-226. https://doi.org/10.1080/026715200402506
    DOI: https://doi.org/10.1080/026715200402506

  • Scharaschkin, A., & Baird, J. (2000). The effects of consistency of performance on A level examiners’ judgements of standards. British Educational Research Journal, 26(3), 343-357. https://doi.org/10.1080/713651557
    DOI: https://doi.org/10.1080/713651557

  • Baird, J. (1998). What’s in a name? Experiments with blind marking in A-level examinations. Educational Research, 40(2), 191-202. https://doi.org/10.1080/0013188980400207
    DOI: https://doi.org/10.1080/0013188980400207

  • Baird, J., & Coxell, A. (n.d.). Policy, Latent Error and Systemic Examination Failures. CADMO, XVII((2), 105-122. https://doi.org/10.3280/CAD2009-002011
    DOI: https://doi.org/10.3280/CAD2009-002011

  • Internet publication
  • Baird, J. (2014). Tiered GCSE papers that cap ambition should be abolished. The Conversation. https://theconversation.com/tiered-gcse-papers-that-cap-ambition-should-be-abolished-30592

  • Reports
  • BAIRD, J.-A., Caro, D., ELLIOTT, V., EL MASRI, Y., INGRAM, J., RANDHAWA, A., Isaacs, T., Stobart, G., Meadows, M., Morin, C., Pinot de Moira, A., & Taylor, R. (2019). Examination reform: Impact of linear and modular examinations at GCSE.

  • McGrane, J., Stiff, J., Lenkeit, J., Hopfenbeck, T., & Baird, J. (2017). Progress in International Reading Literacy Study (PIRLS): National Report for England. Department for Education. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/664562/PIRLS_2016_National_Report_for_England-_BRANDED.pdf

  • Elliott, V., BAIRD, J., Hopfenbeck, T., Ingram, J., Thompson, I., Usher, N., Zantout, M., Richardson, J., & Coleman, R. (2016). A marked improvement? A review of the evidence on written marking. Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Publications/EEF_Marking_Review_April_2016.pdf

  • Elwood, J., Barrance, R., Hopfenbeck, T., Baird, J., Ryan, J., Paget, C., Brown, C., & O’Boyle, A. (2015). Predictability in the Irish Leaving Certificate Examination Working Paper 4: Teachers’ and Students’ Perspectives. University of Oxford and Queen’s University, Belfast.

  • Baird, J., Hopfenbeck, T., Elwood, J., Caro, D., & Ahmed, A. (2015). Predictability in the Irish Leaving Certificate. Oxford University and Queen’s University, Belfast.

  • Baird, J., Hopfenbeck, T., Ahmed, A., Elwood, J., Paget, C., & Usher, N. (2015). Predictability in the Irish Leaving Certificate Examination Working Paper 1: Review of the Literature. Oxford University and Queen’s University Belfast.

  • Ahmed, A., & Baird, J. (2015). Predictability in the Irish Leaving Certificate Examination Working Paper 2: Examination Materials Research. Oxford University and Queen’s University Belfast.

  • Baird, J., Hopfenbeck, T., Newton, P., Stobart, G., & Steen-Utheim, A. (2014). State of the field review: Assessment and Learning.

  • Caro, D., & Baird, J.-A. (2013). Assessing the value of multilevel models for the study of marker reliability. Oxford University Centre for Educational Assessment.

  • Baird, J.-A., Ahmed, A., Hopfenbeck, T., Brown, C., & Elliott, V. (2013). Research evidence relating to proposals for reform of the GCSE. Oxford University Centre for Educational Assessment. https://ora.ox.ac.uk/objects/uuid:7816d592-0dd6-4882-acf7-72fbd16decd2
    https://ora.ox.ac.uk/objects/uuid:7816d592-0dd6-4882-acf7-72fbd16decd2

  • Baird, J.-A., Hayes, M., Johnson, R., Johnson, S., & Lamprianou, I. (2013). Marker effects and examination reliability: A comparative exploration from the perspectives of generalizability theory, Rasch modelling and multilevel modelling. In Report commissioned by the Office of Qualifications and Examinations Regulation. Office of Qualifications and Examinations Regulation. https://ora.ox.ac.uk/objects/uuid:1dd146f0-31ee-469f-af82-13ad7a674e8e
    https://ora.ox.ac.uk/objects/uuid:1dd146f0-31ee-469f-af82-13ad7a674e8e

  • Baird, J.-A., Pillinger, R., & Steele, F. (2012). Use of the LEMMA Online Learning Materials. In Report prepared for the LEMMA node, University of Bristol. National Centre for Research Methods. https://ora.ox.ac.uk/objects/uuid:7b03ae2c-5f75-4957-ae3d-c94b33cc8795
    https://ora.ox.ac.uk/objects/uuid:7b03ae2c-5f75-4957-ae3d-c94b33cc8795

  • Baird, J.-A., Isaacs, T., Johnson, S., Stobart, G., Yu, G., Sprague, T., & Daugherty, R. (2011). Policy effects of PISA. In Report commissioned by Pearson UK. Oxford University Centre for Educational Assessment. https://ora.ox.ac.uk/objects/uuid:26c9fccd-ae47-424e-ba40-0c84ebedfc3e
    https://ora.ox.ac.uk/objects/uuid:26c9fccd-ae47-424e-ba40-0c84ebedfc3e

  • Baird, J.-A., Elwood, J., Duffy, G., Feiler, A., O’Boyle, A., Rose, J., Stobart, G., & McWhirter, A. (2011). 14-19 Centre Research Study: educational reforms in schools and colleges in England. In Centre Research Study. University of Bristol. https://ora.ox.ac.uk/objects/uuid:56ac1b65-1809-439f-a037-1dc628b12464
    https://ora.ox.ac.uk/objects/uuid:56ac1b65-1809-439f-a037-1dc628b12464

  • Baird, J.-A., Béguin, A., Black, P., Pollitt, A., & Stanley, G. (2011). The reliability programme: final report of the Technical Advisory Group. In Office of the Qualifications and Examinations Regulator Report. Office of Qualifications and Examinations Regulation. https://ora.ox.ac.uk/objects/uuid:89fa1d47-fbbf-4154-8247-1109091888d9
    https://ora.ox.ac.uk/objects/uuid:89fa1d47-fbbf-4154-8247-1109091888d9

  • Baird, J., Chamberlain, S., Meadows, M., Royal-Dawson, L., & Taylor, R. (2009). Students’ views of stretch and challenge in A-level examinations. In Qualifications and Curriculum Authority Report.

  • Baird, J., Daly, A., Tremain, K., & Meadows, M. (2009). Stretch and challenge in A-level examinations: Teachers’ views of the new assessments. In Qualifications and Curriculum Authority Report.

  • Royal-Dawson, L., Leckie, G., & Baird, J. (2009). An Operational Report On Item Statistics For Standardisation & Benchmarking Data – 2008 National Curriculum Tests, for National Assessment Agency.

  • Baird, J. (2008). Independent Adviser’s Report 2008. A report on the statutory assessment level setting process for the National Assessment Agency. In National Assessment Agency Report.

  • Leckie, G., Royal-Dawson, L., & Baird, J. (2008). Changes in the severity of marking as a function of number of scripts marked: Key Stage 3 English Writing Summer 2008 quality assurance data. In National Assessment Agency Report.

  • Politt, A., Ahmed, A., Baird, J., Tognolini, J., & Davidson, M. (2008). Improving the quality of GCSE assessment. Qualifications and Curriculum Authority.

  • Baird, J., & Stobart, G. (2008). Conceptualising the Single Level Tests. In National Assessment Agency Report.

  • Baird, J., Oates, T., Patrick, H., Stobart, G., Whetton, C., Blaker, P., Sandhu, K., Watson, C., & Wood, A. (2008). Single Level Tests. Interim Technical Report: December 2007 Test Session. In National Assessment Agency Report.

  • Newton, P., Goldstein, H., Tymms, P., & Baird, J. (2007). What has England learned from decades of monitoring the comparability of examination standards?. In Qualifications and Curriculum Authority Report.

  • Other
  • Newton, P., & Baird, J. (2016). The great validity debate. In Assessment in Education: Principles, Policy and Practice (Vols. 23, Issues 2, pp. 173-177). https://doi.org/10.1080/0969594X.2016.1172871
    DOI: https://doi.org/10.1080/0969594X.2016.1172871

  • Baird, J. (2014). Editorial. In Assessment in Education: Principles, Policy and Practice (Vols. 21, Issue 1, pp. 1-3). https://doi.org/10.1080/0969594X.2014.881152
    DOI: https://doi.org/10.1080/0969594X.2014.881152

  • Baird, J. (2012). Editorial. In Assessment in Education: Principles, Policy and Practice (Vols. 19, Issues 4, pp. 389-391). https://doi.org/10.1080/0969594X.2012.729801
    DOI: https://doi.org/10.1080/0969594X.2012.729801

  • Baird, J., Elwood, J., & Isaacs, T. (2012). Written evidence submitted to the Education Select Committee’s Inquiry into the administration of examinations for 15-19 year olds in England.

  • Funded Research Projects

    • The impact of linear and modular examinations at GCSE (Ofqual)
    • Predictability of the Irish Leaving Certificate (State Examinations Commission, Ireland)
    • A state of the field review: assessment and learning (Norwegian Research Council Knowledge Centre for Education)
    • PIRLS National Centre for England; Department for Education