Lenkeit, J., Caro, C., Ertl, H., Cheadle, S., Turner, G., Matthews, A., Khan, S. and Jo-Anne Baird. (2019) The impact of preparation on TSA and BMAT test results – an institutional case study at Oxford University. Oxford University Centre for Educational Assessment Report. OUCEA/19/3


Elliott, V., Baird, J., Hopfenbeck, T.N., Ingram, J., Thompson, I., Usher, N., Zantout, M., Richardson, J. & Coleman, R. (2016) A marked improvement? A review of the evidence on written marking. Education Endowment Foundation.


Baird, J., Hopfenbeck, T.N., Elwood, J., Caro, D. & Ahmed, A. (2015) Predictability in the Irish Leaving Certificate, Report commissioned by the State Examinations Commission, Ireland.


Nyhamn, F. & Hopfenbeck, T.N. (2014) (Eds) From Political Decisions to Change in the Classroom: Successful Implementation of Education PolicyCIDREE Yearbook 2014.


Baird, J., Hayes, M., Johnson, R., Johnson, S. & Lamprianou, I. (2013) Marker effects and examination reliability: A comparative exploration from the perspectives of generalizability theory, Rasch modelling and multilevel modelling. Report commissioned by the Office of Qualifications and Examinations Regulation. Ofqual/13/5261.

Hopfenbeck, T.N., Tolo, A., Florez, T. & El Masri, Y. (2013) Balancing Trust and Accountability? The Assessment for Learning Programme in Norway. Report for OECD.


Baird, J., Elwood, J. & Isaacs, T. (2012) Written evidence submitted to the Education Select Committee’s Inquiry into the administration of examinations for 15-19 year olds in England.

Caro. D.H. & Cortés, D. (2012) Measuring family socioeconomic status: An illustration using data from PIRLS 2006, IERI Monograph Series: Issues and Methodologies in Large-Scale Assessments, 5, 9-33.

Hellekjaer, G.O. & Hopfenbeck, T.N. (2012) CLIL og lesing. En sammenligning av Vg3-elevers leseferdigheter og lesestrategibruk I 2002 og 2011. Report to the Norwegian Centre for Foreign Languages in Education, investigating students’ reading comprehension at the age of 18, comparing IB, CLIL and ordinary ESL students in Upper Secondary Schools.


Baird, J., Béguin, A., Black, P., Pollitt, A. & Stanley, G. (2011) The Reliability Programme: Final Report of the Technical Advisory Group. Coventry: Ofqual/11/4825. Chapter 20, in: Q. He, & D. Opposs (Eds) Ofqual’s Reliability Compendium. Office of Qualifications and Examinations Regulation, Ofqual/12/5117. ISBN 978-0-85743-016-8.

Baird, J., Elwood, J., Duffy, G., Feiler, A., O’Boyle, A., Rose, J. & Stobart, G (2011) 14-19 Centre Research Study: educational reforms in schools and colleges in England Annual Report. London: QCDA.

Baird, J., Isaacs, T., Johnson, S., Stobart, G., Yu, G., Sprague, T. & Daugherty, R. (2011) Policy Effects of PISA. Report commissioned by Pearson UK.


Stanley, G., MacCann, R., Gardner, J., Reynolds, L. & Wild, I. (2009) Review of Teacher Assessment: Evidence of What Works Best and Issues for Development. Report commissioned by QCA.


Stanley, G. (2008) National Numeracy Review Report. Canberra: Council of Australian Governments. ISBN 0642 77735 7.

Stanley, G. & Tognolini, J. (2008) Performance with respect to standards in public examinations, Proceedings of the 34th IAEA Conference, Cambridge, UK.