The majority of my recent research has focused on the comparability of examinations and comparisons of international education systems. This has included jurisdictions’ approaches to curriculum policy, jurisdictions’ adaptations to examinations in response to the Covid-19 pandemic and the resulting reactions to those changes, and the effect of judges using criteria to make comparative judgements. I also work on a wide range of other projects within the Research Division, most recently an investigation into teachers’ data literacy.
The recent comparative review of curriculum policy was particularly memorable, as was part of a wider review run by the Centre for Education Systems, enabling me to work closely with external researchers. Each jurisdiction was researched in greater depth than is normally possible, and several different research methods were used to generate jurisdiction reports that led to key takeaways and questions for curriculum policy makers to consider.
Other memorable projects I have taken part in are a comparison of mathematics education in the US and England, projects investigating approaches to curriculum subjects and assessments at the end of lower and upper secondary education in jurisdictions around the world, and a study into spelling errors in GCSE English as part of the Aspects of Writing project.
My first degree was a BEd from the University of Cambridge, and I spent two years working as a teacher in a first school in Newmarket. In 2003, I joined Cambridge University Press and Assessment, initially to write maths questions for an online mathematics product, then working in the team that produces the university admissions tests. Since joining the Research Division in 2009, I have completed my MEd at the Open University.
In my spare time, I like to spend as much time outdoors as possible. At weekends, I can usually be found walking, cycling or sailing. I also like to sing in choirs and play the piano.