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Tom Bramley

Honorary Research Fellow

tom.bramley@education.ox.ac.uk

About me

Since 2024 Tom Bramley has been Executive Director, Research and Analysis at Ofqual. Before that for over 25 years he worked in the research division at Cambridge University Press & Assessment. His main interest is in quantitative research in assessment, particularly the role of expert judgement in marking and maintaining standards. He also has a longstanding interest in the application of psychometric techniques such as the Rasch model and Thurstone’s model of paired comparisons to solving problems in assessment and psychological measurement. From 2012 to 2023 he served on the editorial board of the journal Assessment in Education: Principles, Policy & Practice.

Research

Selected publications

Bramley, T. (2020). Metaphors and the psychometric paradigm. Assessment in Education: Principles, Policy & Practice, 27(2), 178-191.
Bramley, T., & Vitello, S. (2019). The effect of adaptivity on the reliability coefficient in adaptive comparative judgement. Assessment in Education: Principles, Policy & Practice, 26(1), 43-58.
Bramley, T., & Crisp, V. (2019). Spoilt for choice? Issues around the use and comparability of optional exam questions. Assessment in Education: Principles, Policy & Practice, 26(1), 75-90.
Bramley, T. (2017). Some implications of choice of tiering model in GCSE Mathematics for inferences about what students know and can do. Research in Mathematics Education, 19(2), 163-179.
Bramley, T. (2016). The effect of subject choice on the apparent relative difficulty of different subjects. Research Matters: A Cambridge Assessment Publication, 22, 23-26.
Bramley, T. (2007). Quantifying marker agreement: terminology, statistics and issues. Research Matters: A Cambridge Assessment Publication, 4, 22-28.
Bramley, T. (2007). Paired comparison methods. In P. E. Newton, J. Baird, H. Goldstein, H. Patrick, & P. Tymms (Eds.), Techniques for monitoring the comparability of examination standards. (pp. 246-294). London: Qualifications and Curriculum Authority.