Downloadable research papers from Cambridge Assessment. These research papers have been previously presented at conferences around the world.
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2008 :
Exploring the role of human judgement in examination marking: findings from some empirical studies -
2008 :
Can emotional and social abilities predict differences in attainment at secondary school? -
2008 :
Alternative Approaches to National Assessment at KS1, KS2 and KS3 -
2008 :
Assessment Instruments over Time -
2007 :
An exploration of self-confidence and insight into marking accuracy among GCSE maths and physics markers -
2007 :
Selecting medical students with the BioMedical Admissions Test (BMAT) -
2007 :
Beyond 3 ‘A’ grades: selecting the best of the best for competitive places in higher education -
2007 :
A consideration of assessment validity in relation to classroom practice -
2007 :
Exploring how the cognitive strategies used to mark examination questions relate to the efficacy of examiner training -
2007 :
An investigation of standard maintaining in GCSE English using a rank-ordering method – -
2007 :
Do assessors pay attention to appropriate features of student work when making assessment judgements? -
2007 :
The effects of features of GCSE questions on the performance of students with dyslexia -
2007 :
Comparing the decision-making processes involved in marking between examiners and between different types of examination questions -
2007 :
What is the best indicator of the effectiveness of schools’ teaching? Why neither traditional nor value-added measures fit the bill -
2007 :
The ‘Marking Expertise’ projects: Empirical investigations of some popular assumptions -
2007 :
What makes some GCSE examination questions harder to mark than others? An exploration of question features related to marking accuracy -
2007 :
Contemporary GCSE and A-level Awarding: A psychological perspective on the decision-making process used to judge the quality of candidates’ work -
2007 :
A level subject choice in England: BERA abstract -
2007 :
Use of prior or concurrent measures of educational attainment when studying comparability of examinations using multilevel models -
2007 :
Grading, motivation and vocational assessment -
2007 :
Assessors’ holistic judgements about borderline performances: some influencing factors -
2007 :
The effects of within –category heterogeneity of categorical variables in multilevel models -
2007 :
How to promote educational quality through national assessment systems -
2007 :
A level subject choice in England: Patterns of uptake and factors affecting subject preferences -
2006 :
Alternative Approaches to National Assessment -
2006 :
Moderated e-portfolio project evaluation -
2006 :
Does a gap to fill lead to gap-filling?: Comparing the nature, length and quality of exam answers in combinbed question and answers booklets with responses in separate answer booklets -
2006 :
Do examiners’ approaches to marking change between when they first begin marking and when they have marked many scripts? -
2006 :
Neighbourhood, school and individual level effects on success at GCE A-level in England: a multilevel analysis -
2006 :
Agreement between outcomes from different double marking models -
2006 :
Vocational review 2002-2006: Issues of validity, reliability and accessibility -
2006 :
Modelling the predictive validity of a selection test -
2006 :
What do GCSE examiners think of 'thinking aloud'? Interesting findings from a preliminary study -
2006 :
Equating methods used in KS3 Science and English -
2005 :
Thinking Skills and Admissions - A report on the Validity and Reliability of the TSA and MVAT/BMAT Assessments -
2005 :
The case against the BMAT: Not Withering but Withered? -
2005 :
Variations in Aspects of Writing in 16+ English Examinations between 1980 and 2004: Vocabulary, Spelling, Punctuation, Sentence Structure, Non-Standard English -
2005 :
The Development of the Assessment of Thinking Skills -
2005 :
Changing boards: Investigating the effects of centres changing specifications for English GCSE -
2005 :
Thinking Skills and Admission to Higher Education -
2005 :
The use of annotations in examination marking: opening a window into markers' minds -
2005 :
Constructing meaning from school mathematics texts: potential problems and the effect of teacher mediation -
2005 :
The PePCAA project: Formative scenario-based CAA in psychology for teachers -
2005 :
Judging learners’ work on screen. How valid and fair are assessment judgements? -
2005 :
What goes through an examiner’s mind? Using verbal protocols to gain insights into the GCSE marking process -
2005 :
International perspectives on assessment in vocational qualifications (ages 14-19): What can we learn from each other? -
2005 :
What goes through a marker’s mind? Gaining theoretical insights into the A-level and GCSE marking process -
2004 :
On-line assessment: the impact of mode on student performance -
2004 :
On-line assessment: the impact of mode on students’ strategies, perceptions and behaviours -
2004 :
Changes in Key Stage Two Writing from 1995 to 2002 -
2004 :
Could Comparative Judgements Of Script Quality Replace Traditional Marking And Improve The Validity Of Exam Questions? -
2004 :
Outliers and Multilevel Models -
2004 :
The Preparation of E-Moderators to Run an International On-Line Teacher Training Course -
2004 :
Thinking Skills Tests for University Admission -
2004 :
From Paper to Screen: some issues on the way -
2004 :
Let's stop marking exams -
2004 :
Quantifying support: Grading achievement with the Support Model -
2004 :
Medical and Veterinary Admissions Test Validation Study -
2004 :
BMAT scores and outcomes of applications to the University of Cambridge for medical and veterinary courses in 2003 -
2003 :
A Preliminary Investigation of Question Bias -
2003 :
The Horseless carriage Stage: replacing conventional measures -
2003 :
Concepts of difficulty - a child's eye view -
2003 :
How can NVQ assessors’ judgements be standardised? -
2003 :
What happened to limen referencing? An exploration of how the Awarding of public examinations has been and might be conceptualised -
2003 :
The Changing Pattern of A-level/AS uptake in England -
2003 :
Can a picture ruin a thousand words? Physical aspects of the way exam questions are laid out and the impact of changing them. -
2003 :
MVAT scores and outcomes of applications for medical and veterinary courses in 2002 -
2003 :
Auto-Marking:Using Computational Linguistics to Score Short, Free Text Responces -
2003 :
Monitoring and investigating comparability: a proper role for human judgement -
2003 :
Finding a proper role for human judgement in the examination system. -
2003 :
Analysing student progress in higher education using cross-classified multilevel logistic models -
2003 :
Formal and Informal On-line Communities to Support Continuing Professional Development for Teachers -
2003 :
What have examinations got to do with computers in education? -
2002 :
Two heads are better than one: Standardising the judgements of National Vocational Qualification assessors -
2002 :
What makes a senior examiner? -
2002 :
Tools for the trade: What makes GCSE marking reliable? -
2002 :
Does the gender of examiners influence their marking? -
2002 :
A Simple, Low-cost Environment for the Support of On-line Teacher Professional Development -
2002 :
Comparability Study of Pupils' Writing from Different Key Stages -
2002 :
What makes a good writing stimulus? -
2002 :
An evaluation of Spelling, Punctuation and Grammar assessments in GCSE -
2002 :
Tales of the Expected: The Influence of Students’ Expectations on Exam Validity -
2002 :
The support model for interactive assessment -
2002 :
Criterion referenced assessment as a guide to learning - the importance of progression and reliability -
2002 :
Building an International On-line Teacher Community to Support Continuing Professional Development -
2002 :
On the presentation of the results of multilevel analysis -
2002 :
MVAT scores and outcomes of applications for medical and veterinary courses in 2001 -
2002 :
The Evolving Role of an External Examinations Board -
2002 :
On Screen Marking of Scanned Paper Scripts -
2002 :
Understanding students' minds: the key to writing valid mathematics questions -
2001 :
A study of the effects of content and structural support in writing tasks -
2001 :
Can vocational A levels be meaningfully compared with other qualifications? -
2001 :
Online Teacher Communities and Continuing Professional Development -
2001 :
The effects of different types of written support on children's approaches to mathematical investigations -
2001 :
Improving the Validity of Contextualised Questions -
2001 :
Question and Test Interoperability: An Update on National and International Developments -
2001 :
Science or Reading?: How students think when answering TIMSS questions -
2001 :
Visualising multilevel models: the Initial Analysis of Data -
2001 :
MVAT 2000 - Statistical Report -
2001 :
ICT in Assessment: A three-legged race -
2001 :
Understanding Students' Minds: How to write more valid questions -
2000 :
Assessment of Literacy at Key Stage Two: Text Level Strand of the National Literacy Framework -
2000 :
Methods of aggregating assessment results to predict future examination -
2000 :
Impact of independent judges in comparability studies conducted by awarding bodies -
2000 :
The Effects of Time-Induced Stress on Making Inferences in Text Comprehension -
2000 :
Comprehension Failures in Educational Assessment -
2000 :
Conceptual issues arising from a comparability study -
2000 :
Observing Context in Action -
2000 :
Language, Contextual and Cultural Constraints on Examination Performance -
2000 :
Science subject uptake for year 11 pupils (1974-1997) -
2000 :
Using multilevel models to assess the comparability of examinations -
2000 :
Is the glass half full or half empty? What examiners really think of candidates’ achievement -
2000 :
What research could an Awarding Body carry out about NVQs? -
2000 :
Application of Number: an investigation into a theoretical framework for understanding the production and reproduction of pedagogical practices -
2000 :
Assessment of Literacy in the Test Level Strand of the National Literacy Framework at Key Stage Two: Issues surrounding Genre and Gender -
1999 :
Can Oral Examinations Improve the Psychological Validity of Assessment? -
1999 :
The effects of stress on text comprehension and performance in examinations -
1999 :
Research in effective assessment Key Stage Two science -
1999 :
Feedback and Assessment in an Open Learning Enviroment -
1999 :
Investigating gender differences in the science performance of sixteen-year-old pupils -
1999 :
Should Oral Assessment be Used More Often? -
1999 :
The Application of Number Experience -
1999 :
The Implementation of Application of Number -
1999 :
Assessing Thinking and Understanding: Can Oral Assessment Provide a Clearer Perspective? -
1999 :
Curriculum Demands and Question Difficulty -
1999 :
A new model of the question answering process -
1998 :
The development of a tool for gauging the demands of GCSE and A Level exam questions -
1997 :
Sex differences in performance in Double Award Science GCSE -
1997 :
Standards in A level Mathematics 1986-1996 -
1997 :
What makes GCSE examination questions difficult? Outcomes of manipulating difficulty of GCSE questions -
1997 :
Calculus Connections Volume 2 -
1996 :
A study of the Effects of Context in the Assessment of the Mathematical Learning of 10/11 year olds -
1996 :
What makes mathematics exam questions difficult? -
1996 :
Comparing Public Examination Standards over Time -
1992 :
Academic Aptitude Profile - Proposed Scheme -
1992 :
Academic Aptitude Profile - Rationale -
1992 :
Development of the Syndicate's Higher Education Aptitude Tests -
1990 :
Proposal To Develop a Higher Studies Test -
1990 :
A Higher Studies Test - Summary of Research
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