Research library

Browse and search the library of research carried out by the Centre for Education Research and Practice, covering a wide range of topics across education and assessment.

  1. AEA-Europe 2017 abstracts

    Authors: 
    Yaw Bimpeh, Lena Gray, Elizabeth Harrison, Ruth Johnson, William Pointer, Alex Scharaschkin, Ben Smith, Charlotte Stephenson, Ezekiel Sweiry and David West

    AEA-Europe's annual conference is a key opportunity for those within the assessment community to share ideas and critically challenge their own thinking....

  2. Overcoming political and organisational barriers to international practitioner collaboration on national examination research: Guidelines for insider researchers working in exam boards and other public organisations

    Authors: 
    Lena Gray

    These guidelines are intended to provide help to insider researchers working in exam boards and other public organisations concerned with high-stakes assessments, such as national school-leaving examinations or university entrance examinations....

  3. Commentary on Baird, J., Andrich, D., Hopfenbeck, T. N. and Stobart, G., 'assessment and learning: fields apart'

    Authors: 
    Alex Scharaschkin

    This comprehensive paper (Baird, Andrich, Hopfenbeck & Stobart, 2017) raises issues that are of basic importance for the disciplines of assessment and teaching and learning theory. It covers a great deal of ground, and I will restrict my remarks to a few areas....

  4. Difficulty plots: DIF analysis without the partial credit model

    Authors: 
    Elizabeth Harrison

    From summer 2017, the preferred method for vertical scaling of tiered exams will be chained equipercentile equating. AQA has previously used the partial credit model (PCM) to perform vertical scaling....

  5. Strictly statistics

    Authors: 
    Anne Pinot de Moira and Kate Kelly

    The science and statistics behind examinations is not widely publicised or understood. This is, at least in part, due to the dry, complex and often esoteric nature of the topic. But a lack of transparency may lead to a lack of trust, and the grades students receive have limited value without trust....