The references below should help you locate research from Cambridge Assessment that has been published in third party publications. These publications are not available for download from the Cambridge Assessment website as the copyright sits with the third parties.
NOTE: a subscription to third party publications may be required to access this material.
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2013 : Exploring equivalent forms reliability using a key stage 2 reading test
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2013 : Problems in estimating composite reliability of ‘unitised’ assessments
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2013 : Criteria, comparison and past experiences: How do teachers make judgements when marking coursework?
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2012 : Marking extended essays on screen: exploring the link between marking processes and comprehension
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2012 : Extended essay marking on screen: is examiner marking accuracy influenced by marking mode?
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2012 : A review of the uses of the Kelly’s Repertory Grid method in educational assessment and comparability research studies
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2012 : The effects of features of examination questions on the performance of students with dyslexia
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2012 : What’s going on? Analysing visual data to understand context-based decision making processes
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2012 : A critical review of some qualitative research methods used to explore rater cognition
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2012 : An exploration of the script features that most influence expert judgements in three methods of determining examination grade boundaries
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2012 : Modelling question difficulty in an A Level Physics examination
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2012 : Effects of modularity, certification session and re-sits on examination performance
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2012 : Emotional intelligence and academic attainment of British secondary school children: a cross-sectional survey
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2012 : Feedback as scaffolding: Senior Examiner monitoring processes and their effects on examiner marking
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2012 : Interpreting examiners’ annotations on examination scripts: a sociocultural analysis
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2012 : An investigation of rater cognition in the assessment of projects
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2012 : Controlled assessments in 14-19 Diplomas: Implementation and effects on learning experiences
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2012 : Applying methods to evaluate construct validity in the context of A level assessment
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2012 : A framework for evidencing assessment validity in large-scale, high-stakes international examinations
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2012 : The Assessment for Learning in International Contexts (ALIC) Research Project
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2012 : “Measurement” and “Construct” Need to Be Clarified First. Commentary on Newton, P. E. “Clarifying the Consensus Definition of Validity”
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2011 : Who should mark what? A study of factors affecting marking accuracy in a biology examination
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2011 : The interrelations of features of questions, mark schemes and examinee responses and their impact upon marker agreement
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2011 : Exploring features that affect the difficulty and functioning of science exam questions for all candidates and specifically for those with reading difficulties
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2011 : Estimates of reliability of qualifications
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2011 : Extended essay marking: Does the transition from paper to screen influence examiners' cognitive workload?
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2011 : The BioMedical Admissions Test for medical student selection: Issues of fairness and bias
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2011 : What factors determine the uptake of A level physics?
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2011 : The effects of features of examination questions on the performance of students with dyslexia
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2011 : The small-study effect in educational trials
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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: A study of A level Mathematics teachers and students
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2010 : Marking essays on screen and on paper
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2010 : Marking essays on screen: an investigation into the reliability of marking extended subjective texts
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2010 : Towards a model of the judgement processes involved in examination marking
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2010 : Judging the grade: exploring the judgement processes involved in examination grading decisions
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2010 : Speed isn’t everything: a study of examination marking
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2010 : Evaluating the rank-ordering method for standard maintaining
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2010 : A response to an article published in Educational Research's Special Issue on Assessment (June 2009). What can be inferred about classification accuracy from classification consistency?
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2010 : Intention, interpretation and implementation: some paradoxes of Assessment for Learning across educational contexts
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2010 : School Based Assessment in International Practice
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2010 : Investigating examiners' thinking: using Kelly's Repertory Grid technique to explore cognitive marking strategies
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2010 : Changing Qualifications: A review of qualifications policies and practices
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2009 : Are all assessments equal? The comparability of demands of college-based assessments in a vocationally-related qualification
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2009 : Does assessing project work enhance the validity of qualifications? The case of GCSE coursework
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2009 : The predictive validity of the BioMedical Admissions Test for pre-clinical examination performance
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2009 : Why are some GCSE examination questions harder to mark accurately than others? Using Kelly’s Repertory Grid technique to identify relevant question features.
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2009 : Is this year's exam as demanding as last year's? Using a pilot method to evaluate the consistency of examination demands over time
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2009 : An exploration of the effect of pre-release examination materials on classroom practice in the UK
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2009 : Marginalised behaviour: digital annotations, spatial encoding and the implications for reading comprehension
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2009 : What influences moderation and standards maintenance in school-based summative assessment?
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2009 : Do no harm - A Call for Greater Ethical Regulation of Innovation in Education and Training
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2009 : Considering alternatives to national assessments in England: possibilities and opportunities
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2008 : Tales of the expected: the influence of students’ expectations on question validity and implications for writing exam questions
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2008 : Improving students’ capacity to show their knowledge, understanding and skills in exams by using combined question and answer papers
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2008 : Grading in competence-based qualifications – is it desirable and how might it affect validity?
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2008 : What goes through an examiner's mind? Using verbal protocols to gain insights into the GCSE marking process
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2008 : A Quantitative Analysis of Cognitive Strategy Usage in the Marking of Two GCSE Examinations
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2008 : Exploring assessor consistency in a Health and Social Care qualification using a sociocultural perspective
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2008 : Judging Text Presented on Screen: implications for validity
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2008 : Assessing at the borderline: using a mixed method approach to find out what assessors attend to when they holistically judge a vocationally-related portfolio
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2008 : Exploring the nature of examiner thinking during the process of examination marking
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2008 : The Development of a Formative Scenario-Based Computer Assisted Assessment Tool in Psychology for Teachers: The PePCAA Project
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2008 : What makes AS marking reliable? An experiment with some stages from the standardisation process
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2008 : The validity of using verbal protocol analysis to investigate the processes involved in examination marking
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2008 : What do GCSE examiners think of ‘thinking aloud’? Findings from an exploratory study
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2008 : What determines GCSE marking accuracy? An exploration of expertise among maths and physics markers
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2007 : Effect of single-sex education on progress in GCSE
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2007 : Does the anticipation of a merit grade motivate vocational test-takers?
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2007 : The use of annotations in examination marking: opening a window into markers’ minds
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2007 : The use of annotations in examination marking: opening a window into markers’ minds
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2007 : ‘The demands of exam syllabuses and question papers’, in: P. Newton, J. Baird, H. Goldstein, H. Patrick, & P. Tymms (Eds.)
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2007 : 'Paired comparison methods', in: P. Newton, J. Baird, H. Goldstein, H. Patrick, & P. Tymms (Eds.)
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2007 : What strategies do IGCSE examiners use to mark candidates' scripts?
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2007 : An exploration of self-confidence and insight into marking accuracy among GCSE maths and physics markers. (A magabiztosság és a teljesítménybecslés pontosságának kutatása az angol GCSE vizsgák értékelo inél’)
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2006 : Can a picture ruin a thousand words? The effects of visual resources in exam questions
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2006 : Can different teaching strategies or methods of preparing pupils lead to greater improvements from GCSE to A level improvements?
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2006 : Can different teaching strategies or methods of preparing pupils lead to greater improvements from GCSE to A level improvements?
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2006 : On-line Mathematics Assessment: The Impact of Mode on Performance and Question Answering Strategies
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2006 : A review of vocational research in the UK 2002-2006: measurement and accessibility issues.
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2005 : Accessibility, easiness and standards
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2005 : A Rank-Ordering Method for Equating Tests by Expert Judgement
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2005 : Concepts of Difficulty: A Child's Eye View
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2005 : There are no wrong answers: an investigation into the assessment of candidates responses to essay-based examinations
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2005 : The changing pattern of A-level/AS uptake in England
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2005 : Assessing the evidence: different types of NVQ evidence and their impact on reliability and fairness.
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2004 : Does the gender of examiners influence their marking?
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2004 : IMS Question and Test Interoperability Specification
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2004 : This one is more me! What children think about writing test stimuli involving choice
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2004 : What makes marking reliable? Experiments with UK examinations.
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2003 : Developing and applying level descriptors
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2003 : A Comparability Study in GCE A level Chemistry Including the Scottish Advanced Higher Grade
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2003 : Examinations and assessment in curriculum 2000. In L.LeVersha & G. Nicholls (eds.)
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2003 : Exploring a paradox in children's writing: An investigation of evidence which suggests that task support does not have the desired effect
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2003 : Beyond the school gates: the influence of school neighbourhood on the relative progress of pupils
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2003 : What do children think as they plan their writing?
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2003 : The Horseless Carriage Stage: replacing conventional measures
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2002 : A Comparability Study in GCE AS Chemistry Including parts of the Scottish Higher Grade Examinations
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2002 : A fair comparison? The evolution of methods of comparability in national assessment
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2002 : Back to the future: A methodology for comparing old A level and new AS standards
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2002 : Making Accounting examiners' tacit knowledge more explicit: developing grade descriptors for Accounting A Level
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2002 : Writing and using level descriptors
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2002 : A Primary Curriculum Framework from Cambridge
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2002 : Using Multilevel Models to Assess the Comparability of Examinations [CD-Rom]. In: J. Blasius, J. Hox, E. de Leeuw & P. Schmidt (Eds.)
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2002 : three chapters in: "Keeping Up with our Neighbours: ICT developments in Australian Higher Education
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2002 : Thinking Skills and University Admissions
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2001 : Making the grade - developing grade profiles for accounting using a discriminator model of performance
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2001 : The Question Tariff Problem in GCSE Mathematics
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2001 : Making the grade - how question choice and type affect the development of grade descriptors
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2001 : Using evidence in practical science - pupils' thinking
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2001 : Understanding Organisational Features of Texts: A Realistic Expectation at Key Stage 2
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2001 : How apparent variations in exam results can mislead: an example in IGCSE English as a Second Language
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2001 : Educational standards
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2001 : Investigating gender differences in the science performance of sixteen-year-olds in the UK
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2001 : Patterns of subject uptake and examination entry 1984-1997
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2001 : Patterns of Uptake of Modern Language Examinations in England
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2001 : Children put national tests to the test
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2001 : The ITAL Unit
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2001 : What have examinations got to do with computers in education?
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2001 : Evaluating the performances of minority ethnic pupils in secondary schools
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2001 : On-line Teacher Communities and Continuing Professional Development, Teacher Development
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2001 : Cambridge Assessment for Primary Schools - Assessment for Key Stage 2 English
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2000 : An accessible analytical approach for investigating what happens between the rounds of a Delphi study
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2000 : A neural basis for general intelligence
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2000 : Using Ordinal Multilevel Models to Assess the Comparability of Examinations
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2000 : A Review of Research into Levels, Profiles and Comparability
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2000 : Calculating the Difference: A discussion of the use of calculators in the Primary Classroom
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1999 : Relationships between sport knowledge, sport performance and academic ability: Empirical evidence from GCSE Physical Education
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1999 : Generic Descriptors - a Health Check
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1999 : Cambridge Assessment for Primary Schools - Assessment for Key Stage 2 Science
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1998 : Assessing changes in standards over time using Thurstone Paired Comparisons
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1998 : The effects of structure on the demands in GCSE and A Level questions
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1998 : Contribution to discussion of Organisations selecting people: how the process could be made fairer by the appropriate use of lotteries
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1998 : Contribution to discussion of Langford, I., and Lewis, T. Outliers in Multilevel data
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1998 : Girls still lag behind boys in science
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1998 : Tarnished gold standard
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1998 : Investigating A-level mathematics standards over time
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1998 : Contribution to discussion of Langford, I., and Lewis, T. Outliers in Multilevel data.
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1998 : Date of birth and achievement in GCSE and GCE A Level
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1997 : The feasibility of equating national test standards in science between key stages 2 and 3 and from year to year
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1997 : An investigation of pupils' competence in aspects of literacy at different ages
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1997 : Multitrait-multimethod/multiform evidence for the validity of reporting units in national assessments in science at age 14 in England and Wales
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1997 : Variations in class sizes and achievement in GCSE mathematics by pupils from LEA/GM and independent schools
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1997 : Birthdate and ratings of sporting achievement: analysis of Physical Education GCSE results
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1997 : Question choice in English literature examinations
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1997 : Evidence for the continued existence of the Physics 'gap' at age 16
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1996 : Season of birth, sex and success in GCSE English, Mathematics and Science: some long lasting effects from the early years
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1996 : Significance of birth-dates
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1995 : Criterion-related test development and national test standards
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1994 : Standards are slippery
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1994 : Audit of the 1993 KS3 Science National Test Pilot and the concept of quasi-reconciliation
