Articles
2017
Maul, A. & McGrane, J. (2017) “As pragmatic as theft over honest toil: Disentangling pragmatism from operationalism”. Measurement: Interdisciplinary Research and Perspectives
Baird, J.-A., Andrich, D., Hopfenbeck, T.N., & Stobart, G. (2017) Assessment and learning: fields apart?. Assessment in Education: Principles, Policy & Practice, 24(3). Click here to download – the first 50 downloads are free.
Baird, J.-A., Andrich, D., Hopfenbeck, T.N., & Stobart, G. (2017) Metrology of education. Assessment in Education: Principles, Policy & Practice, 24(3). Click here to download – the first 50 downloads are free.
, . (2017) The politics of PISA: The media, policy and public responses in Norway and England. European Journal of Education, 52:192–205.
Elwood, J., Hopfenbeck, T. & Baird, J. (2017) Predictability in high-stakes examinations: students’ perspectives on a perennial assessment dilemma, Research Papers in Education, 32 (1), 1-17.
Hopfenbeck, T.N., Lenkeit, J., El Masri, Y., Cantrell, K., Ryan, J. & Baird, J. (2017) Lessons Learned from PISA: A Systematic Review of Peer-Reviewed Articles on the Programme for International Student Assessment, Scandinavian Journal of Educational Research [online].
2016
Baird, J.-A, Caro, D.H. & Hopfenbeck, T.N. (2016) Student Perceptions of Predictability of Examination Requirements and Relationship with Outcomes in High-Stakes Tests in Ireland, Irish Educational Studies (online).
Baird, J. & Gray, L. (2016) The meaning of curriculum-related examination standards in Scotland and England: a home–international comparison, Oxford Review of Education, 43 (2). 266-284.
Baird, J., Johnson, S., Hopfenbeck, T.N., Isaacs, T., Sprague, T., Stobart, G. & Yu, G (2016) On the supranational spell of PISA in policy, Educational Research, 58 (2), 121-138. Special Issue: International Policy Borrowing and Evidence-based Educational Policy Making: Relationships and Tensions.
Caro, D.H., Lenkeit, J. & Kyriakides, L. (2016) Teaching strategies and differential effectiveness across learning contexts: Evidence from PISA 2012, Studies in Educational Evaluation, 49, 30-41.
El Masri, Y.H., Baird, J. & Graesser, A. (2016) Language effects in international testing: the case of PISA 2006 science items, Assessment in Education: Principles, Policy & Practice [online].
El Masri, Y.H., Ferrara, S., Foltz, P.W. & Baird, J. (2016) Predicting item difficulty of science national curriculum tests: the case of key stage 2 assessments, The Curriculum Journal, 28 (1), 59-82.
Hopfenbeck, T.N. & Kjaernsli, M. (2016) Students’ test motivation in PISA: the case of Norway, The Curriculum Journal, 27 (3), 406-422.
Newton, P.E. & Baird, J. (2016) The great validity debate(Editorial), Assessment in Education: Principles, Policy & Practice, 23 (2) – Special Issue on Validity.
2015
Baird, J., Meadows, M., Leckie, G, & Caro, D. (2015) Rater accuracy and training group effects in Expert- and Supervisor-based monitoring systems, Assessment in Education: Principles, Policy & Practice [online].
Caro, D.H. (2015) Causal mediation in educational research: An illustration using international assessment data, Journal of Research on Educational Effectiveness, 8 (4), 577-597.
Elwood, J., Hopfenbeck, T.N. & Baird, J. (2015 online) Predictability in high-stakes examinations: students’ perspectives on a perennial assessment dilemma, Research Papers in Education.
Hopfenbeck, T.N. (2015) Lead Editors’ editorial introduction, Assessment in Education: Principles, Policy & Practice, 22 (2), 179-181. Special Issue: Sociocultural Theoretical Perspectives on Assessment: Exploring Links, Limitations and Emerging Considerations.
Hopfenbeck, T.N. (2015) Formative assessment, grading and teacher judgement in times of change (Editorial), Assessment in Education: Principles, Policy & Practice, 22 (3), 299-301.
Hopfenbeck, T.N. (2015) On test development and accuracy in self-assessment (Editorial), Assessment in Education: Principles, Policy & Practice, 22 (4), 393-396.
Hopfenbeck, T.N., Flórez Petour, M.T. & Tolo, A. (2015) Balancing tensions in educational policy reforms: large-scale implementation of Assessment for Learning in Norway, Assessment in Education: Principles, Policy & Practice, 22 (1), 44-60. Special Issue: Assessment for Learning: Lessons Learned from Large-Scale Evaluations of Implementations.
Hopfenbeck, T.N. & Stobart, G. (2015) Large-scale implementation of Assessment for Learning (Editorial), Assessment in Education: Principles, Policy & Practice, 22 (1), 1-2. Special Issue: Assessment for Learning: Lessons Learned from Large-Scale Evaluations of Implementations.
Lenkeit, J., Caro, D.H. & Strand, S. (2015) Tackling the remaining attainment gap between students with and without immigrant background: an investigation into the equivalence of SES constructs, Educational Research and Evaluation, 21 (1), 60-83.
Lenkeit, J., Chan, J., Hopfenbeck, T.N., & Baird, J.-A. (2015) A review of the representation of PIRLS related research in scientific journals, Educational Research Review, 16, 102-115.
2014
Baird, J. (2014) Teachers’ views on assessment practices(Editorial), Assessment in Education: Principles, Policy & Practice, 21 (4), 361-364.
Baird, J., Hopfenbeck, T.N., Newton, P., Stobart, G. & Steen-Utheim, A.T. (2014) State of the Field Review: Assessment and Learning. Report for the Norwegian Knowledge Centre for Education.
Baird, J. (2014) Editorial, Assessment in Education: Principles, Policy & Practice, 21 (1), 1-3
Baird, J. (2014) Assessment and Attitude (Editorial), Assessment in Education: Principles, Policy & Practice, 21 (2), 129-132.
Baird, J. (2014) Editorial, Assessment in Education: Principles, Policy & Practice, 21 (1), 1-3.
Caro, D.H., Cortina, K.S., & Eccles, J. (2014) Socioeconomic Background, Education, and Labor Force Outcomes: Evidence from a Regional U.S. Sample, British Journal of Sociology of Education [online].
Lenkeit, J., & Caro. D.H. (2014) Performance status and change – Measuring education system effectiveness with data from PISA 2000-2009, Educational Research and Evaluation, 20 (2), 146-174.
Mirazchiyski, P., Caro, D.H., Sandoval-Hernandez, A. (2014) Youth Future Civic Participation in Europe: Differences between the East and the Rest, Social Indicators Research, 115 (3), 1031–1055.
2013
Baird, J. (2013) The currency of assessments (Editorial), Assessment in Education: Principles, Policy & Practice, 20 (2), 147-149.
Baird, J. (2013) Judging students’ performances (Editorial), Assessment in Education: Principles, Policy & Practice, 20 (3), 247-249.
Baird, J. & Black, P. (2013) (Eds) The reliability of public examinations, Research Papers in Education, 28 (1), 1-4, Special Issue.
Baird, J. & Black, P. (2013) Test theories, educational priorities and reliability of public examinations in England, Research Papers in Education, 28 (1), 5-21.
Caro, D.H., Sandoval-Hernandez, A., & Lüdtke, O. (2013) Cultural, Social and Economic Capital Constructs in International Assessments: An Evaluation Using Exploratory Structural Equation Modeling, School Effectiveness and School Improvement [online].
Elwood, J. & Baird, J. (2013) (Eds) Students: researching voice, aspirations and perspectives in the context of educational policy change in the 14–19 phase, London Review of Education, 11 (2), Special Issue.
Hopfenbeck, T.N. (2013) Students’ voice, aspirations, and perspectives: international reflections and comparisons, London Review of Education, 11 (2), 179-183.
Lenkeit, J. (2013) Effectiveness measures for cross-sectional studies: A comparison of value-added models and contextualised attainment models, School Effectiveness and School Improvement, 24 (1), 39-63.
Rose, J. & Baird, J. (2013) Aspirations and an austerity state: young people’s hopes and goals for the future, London Review of Education, 11 (2), 157-153. Special Issue: Students: researching voice, aspirations and perspectives in the context of educational policy change in the 14–19 phase.
Simpson, L. & Baird, J. (2013) Perceptions of trust in public examinations, Oxford Review of Education, 39 (1), 17-35.
2012
Baird, J. (2012) Editorial, Assessment in Education: Principles, Policy & Practice, 19 (4), 389-391.
Baird, J. (2012) Do we need marking at all? (Editorial), Assessment in Education: Principles, Policy & Practice, 19 (3), 277-279.
Baird, J. (2012) Science and misfits (Editorial), Assessment in Education: Principles, Policy & Practice, 19 (2), 141-145.
Baird, J., Rose, J. & McWhirter, A. (2012) So tell me what you want: a comparison of FE college and other post-16 students’ aspirations, Research in Post-Compulsory Education, 17 (3), 293-310.
Caro, D.H. & Lenkeit, J. (2012) An analytical approach to study educational inequalities: 10 hypothesis tests in PIRLS 2006, International Journal of Research and Method in Education, 35 (1), 3-30.
Caro, D.H. & Mirazchiyski, P. (2012) Socioeconomic Gradients in Eastern European Countries: evidence from PIRLS 2006, European Educational Research Journal, 11 (1), 96-110.
Caro, D.H. & Schulz, W. (2012) Ten Hypotheses about Tolerance among Latin American Adolescents, Citizenship, Social and Economics Education, 11 (3), 213-234.
Daly, A., Baird, J., Chamberlain, S. & Meadows, M. (2012) Assessment reform: students’ and teachers’ responses to the introduction of stretch and challenge at A-level, Curriculum Journal, 23 (2), 173-187.
Hopfenbeck, T.N. (2012) The Role and Value of International Datasets and Comparisons in Education Research, Guest Editorial in International Datasets and Comparisons in Education, Research Intelligence, 119, British Educational Research Association, 7-8.
Hopfenbeck, T.N., Throndsen, I., Lie, S. & Dale, E.L. (2012) Assessment with distinctly defined criteria: A research study of a National project, Policy Futures in Education, 10 (4), 421-433.
Oancea, A. and Hopfenbeck, T.N. (2012) (Eds) International Datasets and Comparisons in Education, Research Intelligence, 119, British Educational Research Association.
Olsen, R.V., Hopfenbeck, T.N., Lillejord, S. & Roe, A. (2012) Elevenes læringssituasjon etter innføringen av ny reform, Acta Didactica Oslo. 1/2012.
2011
Baird, J. (2011) Does the learning happen inside the black box?(Editorial), Assessment in Education: Principles, Policy & Practice, 18 (4), 343-345.
Baird, J. (2011) Why do people appeal Higher Education grades and what can it tell us about the meaning of standards? Assessment in Education: Principles, Policy & Practice, 18 (1), 1-4.
Hopfenbeck, T.N. (2011) Fostering self-regulated learners in a community of quality assessment practices, CADMO, (1) 7-21.
Hopfenbeck, T.N. & Maul, A. (2011) Examining Evidence for the Validity of PISA Learning Strategy Scales Based on Student Response Processes, International Journal of Testing, 11 (2), 95-121.
Leckie, G. & Baird, J. (2011) Rater Effects on Essay Scoring: A Multilevel Analysis of Severity Drift, Central Tendency, and Rater Experience, Journal of Educational Measurement, 48 (4), 399-418.
2010
Baird, J. (2010) Construct‐irrelevant variance sometimes has consequential validity (Editorial), Assessment in Education: Principles, Policy & Practice, 17 (4), 339-343.
MacCann, R.G. & Stanley, G. (2010) Classification consistency when scores are converted to grades: examination marks versus moderated school assessments, Assessment in Education: Principles, Policy & Practice, 17 (3), 255-272.
MacCann, R.G. & Stanley, G. (2010) Extending participation in standard setting: an online judging proposal, Educational Assessment, Evaluation and Accountability, 22 (2), 139-157.
2009
MacCann, R.G. & Stanley, G. (2009) Item banking with embedded standards, Practical Assessment Research & Evaluation, 14(17).
MacCann, R.G. (2009) Standard setting with dichotomous and constructed response items: some Rasch model approaches, Journal of Applied Measurement, 10(4), 438-454.
Stanley, G. & MacCann, R.G. (2009) Incorporating industry specific training into school education: enrolment and performance trends in a senior secondary system, Journal of Vocational Education and Training, 61(4), 459-466.
