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• Cambridge Assessment Network: The educational standards over time: has mathematics education in England improved?
• Cambridge Assessment Network: Detecting cheating and plagiarism
• Cambridge Assessment Network: Education, values and society
• Equating and item banking with the Rasch model
• Are constructs really that important?
• Introduction to Rasch
• Should we bother with expert judgement in awarding GCSEs and A levels?
• Ofsted, accountability and assessment
• Can the public have confidence in national assessments?
• Grading
• Translanguaging: a dynamic bilingual perspective on pedagogy, assessment and research
• The challenges of evaluating the impact of changes to qualification specifications on student learning and development
• Standard setting and maintaining using expert judgement
• Validity theory and validation: never the twain shall meet?
• Research methods in action: how do researchers use the CRAS (Complexity-Resources-Abstractness and Strategy) framework and Kelly’s Repertory Grid (KRG) technique in assessment research studies?
• How can we ensure the value of the assessments we create?
• How do examiners reach judgements?
• Reliability and validity
• Measurement or judgement: is assessing an art or a science?
• Students’ and teachers’ views and experiences of A level unit re-sits
• Test and item evaluation
• Identifying the boundaries of validity theory: what’s in and what’s out?
• Francis Galton, measurement, psychometrics and social progress
• (De-) Formative assessment: is formative assessment as benign as we think?
• How can assessment support learning?
• Vocational assessment – valid and manageable?
• Just how closely should textbooks link to public examinations?
• Question writing
• Making the most of our assessment data
• Current issues with National Curriculum assessment: lessons from school music education
• What is the purpose of public assessments?
• Consensus, what consensus?
• Basic statistics
• High-stakes testing at the school/university interface: experiences from the former socialist states of central and eastern Europe
• Researching impact in an educational assessment context
• The science of career success: personality and psychometrics in education and beyond
• Developing a model for investigating the impact of assessment within educational contexts by a public examination provider
• Equating and item banking with the Rasch model
• Introduction to Rasch
• The effective monitoring of marking quality through on-screen marking
• Standard setting and maintaining using expert judgement
• Metaphors, markets and marks: the general qualifications market and its deregulation
• Test and item evaluation
• Challenges to admissions testing; how arguments for validity, reliability, impact and practicality are relevant to the development, delivery and use of admissions tests scores
• Epistemic ascent and curriculum design
• Can the public have confidence in national assessments?
• Can the public have confidence in national assessments?
• Digging for validity: developing new ways of assessing extra-curricular achievement
• Educational changes under the coalition
• Grading
• How can we ensure the value of certificates and qualifications?
• Hitting the target but missing the point
• Why teacher assessment is not enough
• Meeting the challenges of change in assessment systems: A Maltese perspective
• Assessment reform in schools and colleges
• Qualifications, skills and employability: a peculiarly British obsession?
• 'Governments come and go' Educational reform and strategy in schools and colleges
• Problems with formative and summative assessment: can a theory of pedagogy help?
• Basic statistics
• Footprints in the secret garden – Awarding Bodies’ engagement with the curriculum
• Basic statistics
• Equating and item banking with the Rasch model
• Introduction to Rasch
• Standard setting by expert judgement
• Should the public trust national assessments?
• Equating