Downloadable research papers from Cambridge Assessment. These research papers have been previously presented at conferences around the world.
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2013 :
Education, Assessment and Developing a Comprehensive Qualifications Framework
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2012 :
Feedback as scaffolding: Senior Examiner monitoring processes and their effects on examiner marking
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2012 :
Technologically mediated communication: methods for exploring examiners’ real-time feedback interactions
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2012 :
Students’ and teachers’ views and experiences of A Level module re-sits
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2012 :
The new A-level A* grade in England: the challenge of measuring exceptional pre-university attainment
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2012 :
Using the NPD and PLASC in examinations research
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2012 :
Do different assessment routes (linear vs. modular) prepare students, in the same way, for further study?
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2012 :
The teacher as examiner: How do teachers make judgements when marking coursework?
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2012 :
The effects of the change from coursework to controlled assessment in GCSEs
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2012 :
The validity of teacher assessment of independent research reports contributing to the Cambridge Pre-U
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2012 :
A method for comparing the demand of qualifications
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2012 :
An exploration of how independent research and project management skills can be developed and assessed among 16 to 19 year olds
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2012 :
“Analyse this”- How do teachers with differing subject specialisms interpret common assessment vocabulary
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2012 :
Why is it so difficult to assess students’ research reports? A model of the challenges facing teachers and external assessors
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2012 :
Analyse, evaluate, review….How do teachers with differing subject specialisms interpret common assessment vocabulary?
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2012 :
How effective are curricula for 16 to 19 year olds as a preparation for university? An investigation of lecturers’ views
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2012 :
Working together to build a better A level
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2012 :
How well prepared are new undergraduates for university study? An investigation of lecturers’ perceptions and experiences
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2012 :
How can the A level ensure a successful transition to university education? Emerging findings from related research with HE stakeholders
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2011 :
Extended response to McManus et al. - Predictive validity of the BioMedical Admissions Test: An evaluation and case study
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2011 :
A critical review of some research methods used to explore rater cognition
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2011 :
Investigating and reporting information about marker reliability in high-stakes external school examinations
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2011 :
Estimates of reliability at qualification level for GCSE and A level examinations
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2011 :
Modelling question difficulty in an A level Physics examination
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2011 :
An investigation of rater cognition in the assessment of projects
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2011 :
How valid is A level Physics? A wide-ranging evaluation of the validity of Physics A level assessments
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2011 :
100 years of controversy over standards: making sense of the issues
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2011 :
Comparing specifications in a diverse qualifications system: instrument development
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2011 :
Comparing specifications from diverse qualifications: instrument development
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2011 :
Comparing different types of qualifications (e.g. vocational versus academic)
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2011 :
An investigation into the impact of item format on computer-based assessments
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2011 :
An investigation into the impact of screen design on computer-based assessments
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2011 :
Extended essay marking on screen: does marking mode influence marking outcomes and processes?
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2011 :
'Can you dig it?': developing an approach to validly assessing diverse skills in an archaeological context
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2011 :
Independent research at A level: students' and teachers' experiences
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2011 :
Why study Economics? Perspectives from 16 to 19 year old students
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2011 :
Going beyond the syllabus: views from teachers and students of A level mathematics
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2011 :
Small is beautiful? An exploration of class size at A level
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2011 :
Do special consideration enhancements skew examination grades?
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2011 :
Linear or modular - does one size fit all?
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2011 :
What form of feedback most motivates students? A study of teachers' perceptions of the impact of assessment
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2011 :
Item difficulty modelling: exploring the usefulness of this technique in a European context
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2011 :
Translating validation research into everyday practice: issues facing an international awarding body
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2011 :
The judgement processes involved in the assessment of project work by teachers
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2010 :
Locating objects on a latent trait using Rasch analysis of experts’ judgments
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2010 :
Effects of modularisation
This project combined quantitative and qualitative research methods to address the impact of modular assessment on GCSE students. -
2010 :
Special consideration: a statistical investigation on the number of requests and the impact of the enhancements
The main aim of this research was to provide evidence in relation to: the patterns of special consideration applications over time; the numbers of special consideration applications by type of qualification (GCSE vs. A-level) and by type of school; and the impact of the special consideration enhancements in the examination outcomes. -
2010 :
How hard can it be? Issues and challenges in the development of a validation method for traditional written examinations
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2010 :
The effects of controlled assessments in the new Diplomas on students' learning experiences
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2010 :
A new model of assessment for 14 to 19 year olds: What do students and their teachers think of Diploma assessments?
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2010 :
How valid are A levels? Findings from a multi-method validation study of an international A level in geography
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2010 :
An analysis of examination uptake and performance of schools in the Academies programme
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2010 :
Practising what we preach: how do awarding bodies make use of psychological research methods?
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2010 :
When developing and validating assessments, what are the key issues in psychological research?
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2010 :
How well can teachers assess pre-university students’ research reports? Findings from an empirical study
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2010 :
The interrelations of features of questions, mark schemes and examinee responses and their impact on marker agreement
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2010 :
A comparison between modular and linear examinations in secondary education: the impact of maturational effects and regular feedback on performance and motivation
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2010 :
The effects of the new modular GCSE examinations on students' outcomes, motivation and workload
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2010 :
Can emotional and social abilities predict differences in progress at secondary school? (Poster presentation)
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2010 :
E-assessment: screen design and question difficulty (poster presentation)
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2009 :
Can trait EI predict differences in attainment and progress in secondary school
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2009 :
Birthdate Effects: A Review of the Literature from 1990-on
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2009 :
Investigating examiners’ thinking: using Kelly’s Repertory Grid technique to explore cognitive marking strategies
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2009 :
An investigation into marker reliability and other qualitative aspects of on-screen essay marking
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2009 :
Must examiners meet in order to standardise their marking? An experiment with new and experienced examiners of GCE AS Psychology
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2009 :
Aspects of AS and A-level Physics Uptake
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2009 :
Objective questions in science GCSE: Exploring question difficulty, item functioning and the effect of reading difficulties
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2009 :
What was this student doing? Evidencing validity in A level assessments
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2009 :
How are archive scripts used in judgements about maintaining grading standards?
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2009 :
Standard-maintaining by expert judgement: using the rank-ordering method for determining the pass mark on multiple-choice tests
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2009 :
Using data from on-screen marking to consider the difficulty and functioning of mathematics examination questions for weaker readers
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2009 :
A proposed framework for evidencing assessment validity in large-scale, high-stakes international examinations
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2009 :
Creating research programmes to support the development and validation of qualifications
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2009 :
How should grade boundaries be determined in examinations? An exploration of the script features that influence expert judgements
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2008 :
Exploring the role of human judgement in examination marking: findings from some empirical studies
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2008 :
Can emotional and social abilities predict differences in attainment at secondary school?
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2008 :
Alternative Approaches to National Assessment at KS1, KS2 and KS3
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2008 :
Assessment Instruments over Time
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2008 :
All the right letters - just not necessarily in the right order. Spelling errors in a sample of GCSE English scripts
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2008 :
Maintaining performance standards: aligning raw score scales on different tests via a latent trait created by rank-ordering examinees' work
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2008 :
Mark scheme features associated with different levels of marker agreement
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2008 :
Evaluating the rank-order method for standard maintaining
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2008 :
Critical Thinking - a definition and taxonomy for Cambridge Assessment: Supporting validity arguments about Critical Thinking assessments administered by Cambridge Assessment
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2008 :
Judging the grade: an exploration of the judgement processes involved in A level examination grading decisions: BERA abstract
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2008 :
Are all assessments equal? The comparability of demands of college-based assessments in a vocationally-related qualification: BERA abstract
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2008 :
A case of positive washback: an exploration of the effect of pre-release examination materials on classroom practice: ECER abstract
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2008 :
Towards a methodology for evaluating the equivalency of demands in vocational assessments between colleges/training providers: IAEA abstract
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2008 :
Towards a new model of marking accuracy: An investigation of IGCSE biology
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2008 :
What attracts judges’ attention? A comparison of three grading methods
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2008 :
How accurate are examiners’ judgments of script quality?
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2008 :
Using an adapted rank-ordering method to investigate January versus June awarding standards
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2008 :
Grading examinations using expert judgements from a diverse pool of judges
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2008 :
Exploring the role of human judgement in examination marking: findings from some empirical studies
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2007 :
An exploration of self-confidence and insight into marking accuracy among GCSE maths and physics markers
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2007 :
Selecting medical students with the BioMedical Admissions Test (BMAT)
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2007 :
Beyond 3 ‘A’ grades: selecting the best of the best for competitive places in higher education
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2007 :
A consideration of assessment validity in relation to classroom practice
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2007 :
Exploring how the cognitive strategies used to mark examination questions relate to the efficacy of examiner training
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2007 :
An investigation of standard maintaining in GCSE English using a rank-ordering method –
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2007 :
Do assessors pay attention to appropriate features of student work when making assessment judgements?
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2007 :
The effects of features of GCSE questions on the performance of students with dyslexia
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2007 :
Comparing the decision-making processes involved in marking between examiners and between different types of examination questions
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2007 :
What is the best indicator of the effectiveness of schools’ teaching? Why neither traditional nor value-added measures fit the bill
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2007 :
The ‘Marking Expertise’ projects: Empirical investigations of some popular assumptions
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2007 :
What makes some GCSE examination questions harder to mark than others? An exploration of question features related to marking accuracy
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2007 :
Contemporary GCSE and A-level Awarding: A psychological perspective on the decision-making process used to judge the quality of candidates’ work
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2007 :
A level subject choice in England: BERA abstract
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2007 :
Use of prior or concurrent measures of educational attainment when studying comparability of examinations using multilevel models
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2007 :
Grading, motivation and vocational assessment
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2007 :
Assessors’ holistic judgements about borderline performances: some influencing factors
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2007 :
The effects of within –category heterogeneity of categorical variables in multilevel models
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2007 :
How to promote educational quality through national assessment systems
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2007 :
A level subject choice in England: Patterns of uptake and factors affecting subject preferences
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2006 :
Moderated e-portfolio project evaluation
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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
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2006 :
Do examiners’ approaches to marking change between when they first begin marking and when they have marked many scripts?
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2006 :
Neighbourhood, school and individual level effects on success at GCE A-level in England: a multilevel analysis
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2006 :
Agreement between outcomes from different double marking models
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2006 :
Vocational review 2002-2006: Issues of validity, reliability and accessibility
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2006 :
Modelling the predictive validity of a selection test
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2006 :
What do GCSE examiners think of 'thinking aloud'? Interesting findings from a preliminary study
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2006 :
Equating methods used in KS3 Science and English
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2006 :
Item level examiner agreement
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2006 :
An empirical exploration of human judgement in the marking of school examinations
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2005 :
Thinking Skills and Admissions - A report on the Validity and Reliability of the TSA and MVAT/BMAT Assessments
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2005 :
The case against the BMAT: Not Withering but Withered?
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2005 :
Variations in Aspects of Writing in 16+ English Examinations between 1980 and 2004: Vocabulary, Spelling, Punctuation, Sentence Structure, Non-Standard English
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2005 :
The Development of the Assessment of Thinking Skills
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2005 :
Changing boards: Investigating the effects of centres changing specifications for English GCSE
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2005 :
Thinking Skills and Admission to Higher Education
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2005 :
The use of annotations in examination marking: opening a window into markers' minds
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2005 :
Constructing meaning from school mathematics texts: potential problems and the effect of teacher mediation
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2005 :
The PePCAA project: Formative scenario-based CAA in psychology for teachers
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2005 :
Judging learners’ work on screen. How valid and fair are assessment judgements?
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2005 :
What goes through an examiner’s mind? Using verbal protocols to gain insights into the GCSE marking process
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2005 :
International perspectives on assessment in vocational qualifications (ages 14-19): What can we learn from each other?
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2005 :
What goes through a marker’s mind? Gaining theoretical insights into the A-level and GCSE marking process
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2004 :
On-line assessment: the impact of mode on student performance
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2004 :
On-line assessment: the impact of mode on students’ strategies, perceptions and behaviours
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2004 :
Changes in Key Stage Two Writing from 1995 to 2002
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2004 :
Could Comparative Judgements Of Script Quality Replace Traditional Marking And Improve The Validity Of Exam Questions?
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2004 :
Outliers and Multilevel Models
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2004 :
The Preparation of E-Moderators to Run an International On-Line Teacher Training Course
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2004 :
Thinking Skills Tests for University Admission
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2004 :
From Paper to Screen: some issues on the way
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2004 :
Let's stop marking exams
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2004 :
Quantifying support: Grading achievement with the Support Model
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2004 :
Medical and Veterinary Admissions Test Validation Study
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2004 :
BMAT scores and outcomes of applications to the University of Cambridge for medical and veterinary courses in 2003
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2003 :
A Preliminary Investigation of Question Bias
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2003 :
The Horseless carriage Stage: replacing conventional measures
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2003 :
Concepts of difficulty - a child's eye view
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2003 :
How can NVQ assessors’ judgements be standardised?
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2003 :
What happened to limen referencing? An exploration of how the Awarding of public examinations has been and might be conceptualised
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2003 :
The Changing Pattern of A-level/AS uptake in England
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2003 :
Can a picture ruin a thousand words? Physical aspects of the way exam questions are laid out and the impact of changing them.
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2003 :
MVAT scores and outcomes of applications for medical and veterinary courses in 2002
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2003 :
Auto-Marking:Using Computational Linguistics to Score Short, Free Text Responces
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2003 :
Monitoring and investigating comparability: a proper role for human judgement
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2003 :
Finding a proper role for human judgement in the examination system.
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2003 :
Analysing student progress in higher education using cross-classified multilevel logistic models
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2003 :
Formal and Informal On-line Communities to Support Continuing Professional Development for Teachers
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2003 :
What have examinations got to do with computers in education?
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2002 :
Two heads are better than one: Standardising the judgements of National Vocational Qualification assessors
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2002 :
What makes a senior examiner?
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2002 :
Tools for the trade: What makes GCSE marking reliable?
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2002 :
Does the gender of examiners influence their marking?
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2002 :
A Simple, Low-cost Environment for the Support of On-line Teacher Professional Development
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2002 :
Comparability Study of Pupils' Writing from Different Key Stages
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2002 :
What makes a good writing stimulus?
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2002 :
An evaluation of Spelling, Punctuation and Grammar assessments in GCSE
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2002 :
Tales of the Expected: The Influence of Students’ Expectations on Exam Validity
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2002 :
The support model for interactive assessment
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2002 :
Criterion referenced assessment as a guide to learning - the importance of progression and reliability
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2002 :
Building an International On-line Teacher Community to Support Continuing Professional Development
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2002 :
On the presentation of the results of multilevel analysis
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2002 :
MVAT scores and outcomes of applications for medical and veterinary courses in 2001
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2002 :
The Evolving Role of an External Examinations Board
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2002 :
On Screen Marking of Scanned Paper Scripts
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2002 :
Understanding students' minds: the key to writing valid mathematics questions
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2001 :
A study of the effects of content and structural support in writing tasks
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2001 :
Can vocational A levels be meaningfully compared with other qualifications?
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2001 :
Online Teacher Communities and Continuing Professional Development
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2001 :
The effects of different types of written support on children's approaches to mathematical investigations
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2001 :
Improving the Validity of Contextualised Questions
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2001 :
Question and Test Interoperability: An Update on National and International Developments
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2001 :
Science or Reading?: How students think when answering TIMSS questions
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2001 :
Visualising multilevel models: the Initial Analysis of Data
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2001 :
MVAT 2000 - Statistical Report
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2001 :
ICT in Assessment: A three-legged race
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2001 :
Understanding Students' Minds: How to write more valid questions
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2000 :
Assessment of Literacy at Key Stage Two: Text Level Strand of the National Literacy Framework
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2000 :
Methods of aggregating assessment results to predict future examination performance
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2000 :
Impact of independent judges in comparability studies conducted by awarding bodies
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2000 :
The Effects of Time-Induced Stress on Making Inferences in Text Comprehension
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2000 :
Comprehension Failures in Educational Assessment
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2000 :
Conceptual issues arising from a comparability study
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2000 :
Observing Context in Action
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2000 :
Language, Contextual and Cultural Constraints on Examination Performance
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2000 :
Science subject uptake for year 11 pupils (1974-1997)
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2000 :
Using multilevel models to assess the comparability of examinations
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2000 :
Is the glass half full or half empty? What examiners really think of candidates’ achievement
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2000 :
What research could an Awarding Body carry out about NVQs?
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2000 :
Application of Number: an investigation into a theoretical framework for understanding the production and reproduction of pedagogical practices
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2000 :
Assessment of Literacy in the Test Level Strand of the National Literacy Framework at Key Stage Two: Issues surrounding Genre and Gender
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1999 :
Can Oral Examinations Improve the Psychological Validity of Assessment?
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1999 :
The effects of stress on text comprehension and performance in examinations
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1999 :
Research in effective assessment Key Stage Two science
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1999 :
Feedback and Assessment in an Open Learning Enviroment
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1999 :
Investigating gender differences in the science performance of sixteen-year-old pupils
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1999 :
Should Oral Assessment be Used More Often?
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1999 :
The Application of Number Experience
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1999 :
The Implementation of Application of Number
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1999 :
Assessing Thinking and Understanding: Can Oral Assessment Provide a Clearer Perspective?
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1999 :
Curriculum Demands and Question Difficulty
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1999 :
A new model of the question answering process
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1999 :
The question gets in the way: Inferring competence from examination performance
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1998 :
The development of a tool for gauging the demands of GCSE and A Level exam questions
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1997 :
Sex differences in performance in Double Award Science GCSE
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1997 :
Standards in A level Mathematics 1986-1996
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1997 :
What makes GCSE examination questions difficult? Outcomes of manipulating difficulty of GCSE questions
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1997 :
Calculus Connections Volume 2
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1996 :
A study of the Effects of Context in the Assessment of the Mathematical Learning of 10/11 year olds
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1996 :
What makes mathematics exam questions difficult?
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1996 :
Comparing Public Examination Standards over Time
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1992 :
Academic Aptitude Profile - Proposed Scheme
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1992 :
Academic Aptitude Profile - Rationale
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1992 :
Development of the Syndicate's Higher Education Aptitude Tests
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1990 :
Proposal To Develop a Higher Studies Test
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1990 :
A Higher Studies Test - Summary of Research
