Louise is a part-time DPhil Education student whose research focuses on issues of fairness, inclusion and cross-lingual comparability in international and multi-language assessments. Louise is currently Head of Assessment Design & Principles at AQA, where her work focuses on translating research recommendations into practice with the aim of improving fairness, validity, and reliability in high-stakes assessment. She has over 16 years’ experience in educational assessment, including research, design, and delivery. She formerly held various roles at the International Baccalaureate (IB), including assessment research and design, as well as overseeing the assessment production, standardization of marking, and grade awarding processes for language and literature subjects in over 150 countries.
Publications
Badham, L., & Chivers, R. (2026). Exploring neuro‐inclusivity by design in assessment: A scoping review. Journal of Research in Special Educational Needs, 26(4), e70161.
Badham, L., Constantinescu, C., Oliveri, M. E., & Poe, M. (2026). Bridging Assessment and Learning for Multilingual Learners Through Culturally and Linguistically Responsive Design: A Diploma Programme Case Study. In Language Education and Human Rights in Democratic Educational Settings (pp. 341-374). IGI Global Scientific Publishing.
Badham, L., Meadows, M., & Baird, J. A. (2025, August). Construct comparability and the limits of post hoc modeling: Insights from international baccalaureate multi-language assessments. In Frontiers in Education (Vol. 10, p. 1616879). Frontiers Media SA.
Badham, L., Oliveri, M. E., & Sireci, S. G. (2025). Navigating multi-language assessments: best practices for test development, linking, and evaluation. Psicothema, 37(3), 1-11.
Badham, L. (2025). Statistically guided grading judgements: contextualisation or contamination?. Oxford Review of Education, 51(1), 17-35.
Badham, L., & Furlong, A. (2023). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature. International Journal of Testing, 23(2), 111-134.