Director at the Department of Education, University of Oxford
Professor Jo-anne Baird
Associate Professor and Director of Research, Pearson UK
Dr Grace Grima
Associate Professor and Director, OUCEA
Dr Therese N. Hopfenbeck
Head of Assessment Research and Design, Pearson UK
Dr Rose Clesham
Emeritus Professor of Education, Nottingham University
Professor Roger Murphy
Director of Research at AQA
Dr Lena Grey
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Before coming to Oxford, Jo-Anne held academic posts at the Institute of Education, University of London and the University of Bristol. Jo-Anne previously held the position of Head of Research at the Assessment and Qualifications Alliance, where she managed the research programme and was responsible for the standard-setting systems for public examinations.
Her first degree and doctorate were in psychology and she has an MBA. Her current research projects include Setting and Maintaining Standards in national examinations, Examination reform: the impact of modular and linear examinations at GCSE, Assessment for Learning in Africa (AFLA), intelligent accountability and the Progress in International Reading Literacy Study England national centre.
Her research interests are in educational assessment, including system-wide structures and processes, examination standards, marking and assessment design. Jo-Anne conducts a lot of work with government and industry partners, including acting as the Standing Adviser to the House of Commons Education Select Committee, a member of Ofqual’s Standing Advisory Group and membership of the Welsh Government’s Curriculum and Assessment Group.
She is a member of the Editorial Board of the Oxford Review of Education journal and the International Advisory Board of Assessment in Education: principles, policy & practice. She has been a Visiting Professor at the universities of Bergen, Queen’s (Belfast) and Umea. From 2013 to 2015 she was President of the Association for Educational Assessment – Europe
Jo-Anne is interested in supervising research students in the following areas
- Comparability and equating
- Rater effects
- The relationship between assessment and learning
- Assessment policy
- The philosophy of assessment
Grace is Director of Research at Pearson UK in London and Honorary Senior Research Associate at the Department of Curriculum, Pedagogy & Assessment, UCL, Institute of Education, London, UK.
In her role at Pearson, she is responsible for research related to UK products including academic and vocational qualifications and learning services for schools. Research is related to the complete product life cycle: concept development, design, development, implementation and evaluation. She is also responsible for the implementation of the efficacy agenda in Pearson UK, which focuses on the measurement of the impact of the learning experiences on the learners’ lives. Grace is also the national research coordinator for England for PIRLS 2016 and for TIMSS 2019.
Previously, she was Director-General in the Ministry of Education and Employment in Malta and Principal Research & Development Officer at the MATSEC Examinations Board at the University of Malta where she also held the position of Associate Professor. She chaired several national reviews in Malta and also served as President of the Executive Council of the Commonwealth Examinations and Accreditations Bodies.
She started her academic carrier in New Zealand where she completed her postgraduate studies in assessment and evaluation at the University of Otago as a Commonwealth scholar, where she had the opportunity to work on the national educational monitoring project commissioned by the Ministry of Education to the Educational Assessment Research Unit of the University of Otago, New Zealand.
Grace is a member of the International Association of Education Assessment (IAEA) and the Association of Education Assessment– Europe (AEA-Europe). She is also a member of Ofqual’s Standards Advisory Group in England.
Dr Therese N. Hopfenbeck is Associate Professor and Director of the Oxford University Centre for Educational Assessment.
Before coming to Oxford, she worked at the University of Oslo’s research group for Measurement and Evaluation of Student Achievement at the Unit for Quantitative Analysis of Education, where she was a post-doctoral researcher. Therese has a grounding in practice, having been a secondary school teacher with many years experience in the classroom, Therese has also worked as school district supervisor and as a consultant for the Norwegian Directorate for Education and Training regarding the development and evaluation of national exams.
Her research interests include large-scale comparative assessments and how international testing has shaped public policy across education systems. In addition she is interested in different models of classroom assessment and self-regulation.
Therese was the Research Manager of PIRLS 2016 in England and Principal Investigator for the Knowledge Exchange Program PIRLS for Teachers, funded by ESRC and is currently Principle Investigator for ASSESSMENT FOR LEARNING IN AFRICA (AFLA): Improving Pedagogy and Assessment for Numeracy in Foundation Years funded by ESRC-DfID.
She is Lead Editor of the international research journal Assessment in Education: Principles, policy and practice and member of the PISA 2018 Questionnaire Expert Group.
Dr Rose Clesham has extensive experience in educational curriculum, assessment and policy. She started her educational career in schools, leading science and mathematics departments and faculties, before moving to the Regulatory Qualifications and Curriculum Authority (QCA) as Principal Officer for science assessment, producing KS2 and KS3 national curriculum tests and a range of evaluation, diagnostic and formative assessment materials.
Rose was England’s advisor for the 2006 Science PISA assessments, and co-authored the new PISA 2015 scientific literacy framework for the OECD. Rose is Head of Assessment Research and Design at Pearson, overseeing the evaluation, development and standards of GQ and VQ assessment frameworks, models and materials across the range of subjects and sectors, nationally and internationally and in paper and on-screen environments.
She has undertaken large scale international research projects, including cross European initiatives. Issues surrounding innovation and the reliability and validity of assessments are central to this work. Rose is a Fellow of the Association for Educational Assessment–Europe (AEA-E) and an Honorary Fellow of University College London (UCL).
Professor Roger Murphy is an Emeritus Professor of Education at Nottingham University, an Associate Director of AlphaPlus Educational Consultancy, and a non-executive director of Pearson Education Ltd. His specialist field is educational assessment and he has had a long association with IAEA and AEA-Europe.
He now works as a freelance educational researcher and consultant and is based in Oxfordshire.
Lena joined CERP in 2014 and was promoted to Director of Research in May 2017, after many years at the Scottish Qualifications Authority (SQA). Prior to joining CERP, Lena was Head of Service, Policy, Assessment, Statistics and Standards at SQA, where she was responsible for the organisation’s research, establishing policy, and introducing innovations to qualifications and assessment design. Lena’s role encompassed research into general as well as vocational qualifications, and brought her into contact with the UK regulators.
She oversaw SQA’s programme of monitoring standards over time, and was responsible for its policies for quality assurance of internal and external assessment. Lena also played a major role in the review and development of learning, the curriculum and assessment at 3-18. Prior to that, Lena held a number of positions in the SQA and its predecessor organisations, chiefly in relation to qualifications and assessment reform work. She also has experience as a teacher and tutor at the University of Strathclyde and in schools.
Lena is an Honorary Norham Fellow of the Department of Education, University of Oxford where she recently completed the project Overcoming political and organisational barriers to international practitioner collaboration on national examination research. She is currently working on Standard Setting and Maintaining in National Examinations – a joint venture between the University of Oxford, AQA and Ofqual. The project focuses on how standards in national, school-leaving or university entrance examinations are set and maintained in a wide range of jurisdictions around the world. Lena is joined on the editorial board by Professor Jo-Anne Baird (OUCEA), Dennis Opposs (Ofqual) and Dr Tina Isaacs (UCL).