Professor John Gardner

John Gardner is Deputy Principal (Education and Students) at the University of Stirling. He was previously professor of education in the School of Education at Queen’s University, Belfast.

During his career at Queen’s he has been head of the School of Education (three terms of office) and dean of the former Faculty of Legal, Social and Educational Sciences. His main research and teaching areas include policy and practice in education, particularly in relation to assessment and information technology.

John was President of the British Educational Research Association (BERA) from September 2009 to August 2011 and is now (September 2011 to August 2012) Vice-president. He is also a member of Council of the Academy of Social Sciences and was a member of the Assessment Reform Group (ARG) from 1994 until its winding up in 2010. During the last 15 years, he has been elected a Fellow of the British Computer Society and a Fellow of the Chartered Institute of Educational Assessors. He was a member of the UK RAE Education panel (2004-08) and is currently a member of its successor, the Research Excellence Framework, REF Panel for Education (REF2014). He is a member of the steering committee of the ESRC’s Technology Enhanced Learning (TEL) programme and of the ESRC’s Peer Review College.

John is a Research Associate in the Oxford University Centre for Educational Assessment, assisting with doctoral student work (reading drafts, attending supervision meetings etc).  He was also convenor of a major seminar series on the Public Understanding of Assessment which was hosted at OUCEA (2011-12).

He has over 120 peer-reviewed publications and seven books including:

  • Gardner, J. (Ed) Assessment and Learning (2nd edition) London: Sage (2012)
  • White, J. and Gardner, J. The Classroom X-Factor: The Role of Body Language and Non-verbal Communication in Teaching Oxford: Taylor and Francis (2011)
  • Gardner, J., Harlen, W., Hayward, L. and Stobart, G. Engaging and  Empowering Teachers in Innovative Assessment Practice. In Berry, R. and  Adamson, R. (Eds) Assessment Reform and Educational Change, New York: Springer 105-119 (2011)
  • Gardner, J., Harlen, W., Hayward, L. and Stobart, G. with Montgomery, M. Developing Teacher Assessment London: McGraw Hill (2010)
  • Gardner, J. and Holmes, B. Students’ rights in assessment and evaluation, in Peterson, P. E., Baker, E and McGaw, B., (Eds) International Encyclopaedia of Education, Volume 3, Oxford: Elsevier, 378-383 (2010)
  • Stanley, G., MacCann, R., Gardner, J., Reynolds, L. and Wild, I. Review of Teacher Assessment: Evidence of What Works Best and Issues for Development, Qualifications and Curriculum Authority, London: QCDA
  • with James, M. (Cambridge), Mansell, W. (THE), Black, P. (King’s),  Baird, J. (Bristol), Daugherty, R. (Cardiff), Ecclestone, K.  (Birmingham), Harlen, W. (Bristol), Hayward, L. (Glasgow), Newton, P.  (Cambridge Assessment), and Stobart, G. (Institute of Education, London)  Assessment in Schools: Fit for Purpose?, Assessment Reform Group (also available at www.tlrp.org) (2009)
  • Gardner, J., Holmes, B. and Leitch, R. Assessment and Social Justice. Report 16, Bristol: Futurelab, (2009)
  • Holmes, B. and Gardner, J. e-Learning: Concepts and Practice London: Sage (2006) 2nd edition contracted for September, 2011.

Category

  • OUCEA Research Associate