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Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
  • Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
  • Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
  • Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

Nuo (Richard) Chen is a Research Assistant whose research interests are multilingualism, language learning (especially technology-mediated language learning), and Internet discourse.

Nuo obtained a BA in English Studies from the University of Macau in 2022 and an MSc in Applied Linguistics and Second Language Acquisition (Distinction) from the University of Oxford in 2023. His Master’s dissertation focused on the effect of early-year exposure in the acquisition of Mandarin lexical tones through the lens of heritage language speakers.

He has been involved in projects investigating the validity of research quality appraisal tools. Nuo is also committed to making academic ideas more accessible with multimedia format and has played a pivotal role in several educational video production projects.

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.

Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.

Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.

Publications

He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021  

Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys  

Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment  

Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf  

Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work 

Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges  

Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications

Selected Conferences

The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).

The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).

Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).

Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).

What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).

What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).

The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).

Sølvi Lillejord has been professor and HoD at the University of Bergen, Norway and the University of Oslo, Norway. At the University of Bergen she was the leader of a research school, funded by the Norwegian research council. From 2013 to 2018, she was Director for the Norwegian Knowledge Centre. In 2011 Lillejord was international member of a panel reviewing the Department of Education at the University of Oxford. In 2015 she was appointed by the Dutch Research Council as member of the international evaluation committee of TIER (Top Institute for Evidence Based Education Research)

From 1998 to 2011 she was leading the project Productive Learning Cultures in the Southern African region, supervising students, and building research capacity. Lillejord acts as reviewer for Assessment in Education – Principles, policy & practice; Oxford Review of Education, Teaching and Teacher Education, Journal of Professional Development in Education; Journal of Education and Work.

Publications

1.     Lillejord, S. (2023). A more intelligent accountability – future directions. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 13. Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09068-0.

2.     Lillejord, S. (2023). Educating the teaching profession. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp. 368–374. https://dx.doi.org/10.1016/B978-0-12-818630- 5.04049-5.

3.     Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education. 1-19

4.     Lillejord, S. (2020). From “unintelligent” to intelligent accountability. Journal of Educational Change, 21 (1) 1-18.

5.     Lillejord, S. & Børte, K. (2020). Middle leaders and the teaching profession: Building intelligent accountability from within. Journal of Educational Change 21 (1) 83-107 7

6.     Lillejord, S. & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation, Professional Development in Education 46:2, 274-291.

7.     Lillejord, S., Elstad, E., & Kavli, H. (2018): Teacher evaluation as a wicked policy problem. Assessment in Education – Principles, Policy & Practice. 25(3), 291-309. 23

8.     Lillejord, S. & Børte, K. (2016). Partnership in teacher education – a research mapping. European Journal of Teacher Education. 39(5), 550-563. Selected as one of 14 articles published 2006-2016 for a special issue (open access) to celebrate the journal’s 40th anniversary in 2017.

Alina von Davier, PhD. is a Chief of Assessment at Duolingo and CEO and Founder of EdAstra Tech. She is a Senior Research Fellow at Carnegie Mellon University. Von Davier is a researcher, innovator, and an executive leader with over 20 years of experience in EdTech and in the assessment industry. Von Davier and her team operate at the forefront of Computational Psychometrics. Her current research interests involve developing psychometric methodologies in support of digital-first assessments. A co-authored book Computerized Adaptive and Multistage Testing with R (2017) and the R package to support the applications received the B. Hanson Award from National Council of Measurement in Education (NCME) in 2022. Two other publications, a co-edited volume on Computerized Multistage Testing (2014) and an edited volume on test equating, Statistical Models for Test Equating, Scaling, and Linking (2011) were selected as the winners of the Division D Significant Contribution to Educational Measurement and Research Methodology award at American Educational Research Association (AERA). In 2020, von Davier received a Career Award from the Association of Test Publishers (ATP). In 2019, she was a finalist for the EdTech Visionary Award, EdTech Digest.

Website: https://en.wikipedia.org/wiki/Alina_von_Davier

Publications

von Davier, A.A., Mislevy, R.J., & Hao, J. (Eds.) (2021). Computational psychometrics: New methodologies for a new generation of digital learning and assessment. New York, NY: Springer. https://www.springer.com/gp/book/9783030743932

Magis, D., Yan, D., & von Davier, A. A. (2017). Computerized Adaptive and Multistage Testing with R: Using Packages catR and mstR. Springer.

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A. (2017). Measurement issues in collaborative learning and assessment. [Special Issue]. Journal of Educational Measurement, 54(1).

von Davier, A.A., Zhu, M., & Kyllonen, P.C. (2017). Innovative Assessment of Collaboration. Springer International Publishing.

von Davier AA., Deonovic, B., Yudelson, M., Polyak, ST., Woo, A. (2019). Computational Psychometrics Approach to Holistic Learning and Assessment Systems .Frontiers in Education 4,

https://www.frontiersin.org/article/10.3389/feduc.2019.00069

Mislevy, R. J., Corrigan, S., Oranje, A., Dicerbo, K., John, M., Bauer, M. I., Hoffman, E.,  von Davier, A. A., & Hao, J. (2014), Psychometrics and game-based assessments. Institute of Play. [http://www.instituteofplay.org/work/projects/glasslab-research/]

von Davier, A. A. (Ed.) (2011). Statistical models for test equating, scaling and linking. New York, NY: Springer-Verlag.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.

Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.

 

PUBLICATIONS

Peer-reviewed publications

  • Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
  • Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Research reports and other non-peer reviewed publications

  • Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
  • Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
  • Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
  • Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L.,