Lucy Chambers

Chambers, L., Williamson, J. and Child, S. (2019). Moderating artwork: Investigating judgements and cognitive processes.  Research Matters: A Cambridge Assessment publication, 27, 19-25.

In this article, we explore the cognitive process and resources drawn upon when moderating artwork. The cognitive processes involved in the external moderation of non-exam assessments has received little attention; the few research studies that exist investigated moderation where the candidates’ submissions were in mostly written form. No studies were found which explicitly looked at a non-written submission, such as artwork. In this small- scale study, participating moderators were asked to “think aloud” whilst moderating candidates’ Art and Design submissions. An analysis of the resulting verbal protocol and observational data enabled timelines of moderator activity to be produced. From these, a process map containing moderation stages, activities, cognitive processes, and resource use was developed.

Bowyer, J. and Chambers, L. (2017). Evaluating blended learning: Bringing the elements together. Research Matters: A Cambridge Assessment publication, 23, 17-26.

This article provides a brief introduction to blended learning, its benefits and factors to consider when implementing a blended learning programme. It then concentrates on how to evaluate a blended learning programme and describes a number of published evaluation frameworks. There are numerous frameworks and instruments for evaluating blended learning, although no particular one seems to be favoured in the literature. This is partly due to the diversity of reasons for evaluating blended learning systems, as well as the many intended audiences and perspectives for these evaluations.  The article concludes by introducing a new framework which brings together many of the constructs from existing frameworks whilst adding new elements. It is aim is to encompass all aspects of the blended learning situation to permit researchers and evaluators to easily identify the relationships between the different elements whilst still enabling focussed and situated evaluation.

Chambers, L., Elliott, M., and Jianguo, H. (2012). The Hebei Impact Project: A study into the impact of Cambridge English exams in the state sector in Hebei province, China. Research Notes, 50, 20-23.

Chambers, L., Galaczi, E., and Gilbert, S. (2012). Test taker familiarity and speaking test performance: Does it make a difference? Research Notes, 49, 33-40.

Chambers, L. (2011). Composition and revision in computer-based written assessment. Research Notes, 43, 25-32.

Chambers, L., and Ingham, K. (2011). The BULATS online speaking test. Research Notes, 43, 21-25.

Chambers, L. (2009). Using the CEFR to inform assessment criteria development for Online BULATS speaking and writing. Research Notes, 38, 29-31.

Chambers, L. (2008). Computer-based and paper-based writing assessment: a comparative text analysis. Research Notes, 34, 9-15.