Gordon Stobart

Gordon Stobart
University College London | UCL · Department of Curriculum, Pedagogy and Assessment

About

76
Publications
147,250
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3,216
Citations
Citations since 2017
5 Research Items
1502 Citations
2017201820192020202120222023050100150200250
2017201820192020202120222023050100150200250
2017201820192020202120222023050100150200250
2017201820192020202120222023050100150200250

Publications

Publications (76)
Article
The synergy, or lack thereof, between large‐scale and classroom assessment has been fiercely debated in both academic and policy spheres for decades around the world. This paper seeks to explicate how different countries are utilizing large‐scale testing and test results at the classroom level. Through country profiles, this paper analyzes contempo...
Article
Seldom have comparative studies of educational assessmentsystems been undertaken, especially regarding their standardsetting procedures. This study examines the effects of govern-ance structures on the power relations in standard setting in thedominant school-leaving or university-entrance examinations.We present acritical analysis of the published...
Article
Full-text available
Background: PISA results appear to have a large impact upon government policy. The phenomenon is growing, with more countries taking part in PISA testing and politicians pointing to PISA results as reasons for their reforms.Purpose: The aims of this research were to depict the policy reactions to PISA across a number of jurisdictions, to see whethe...
Book
Full-text available
The state of the field review of the research literature on assessment and learning covers major developments internationally this century. The intersection between assessment and learning is of utmost importance for the promotion or hindrance of quality in education. This topic is important around the world, but Norwegians have specifically been c...
Article
This paper examines teachers’ experiences of autonomy as they undertook Continuing Professional Development (CPD) in the form of Teacher Learning Communities (TLCs) to develop Assessment for Learning (AfL). Participant teacher interview data were used from two parallel TLC projects, one in Hong Kong and one in London, UK. Autonomy was defined in te...
Article
Full-text available
High-stakes educational testing is a global phenomenon which is increasing in both scale and importance. Assessments are high-stakes when there are serious consequences for one or more stakeholders. Historically, tests have largely been used for selection or for providing a ‘licence to practise’, making them high-stakes for the test takers. Testing...
Article
Assessing for learning is a well-developed approach now in the UK. It is officially part of their education policies. It has showed that it works and got worldwide recognition. Nevertheless the way the people in charge of British education have been setting up this experiment is not without problems: bad understanding of the founding principles, an...
Chapter
Full-text available
Increased recognition of the important role of assessment in learning has meant that assessment by teachers has taken on new importance in schools and indeed in education systems as a whole. External testing has forced schools to improve their performance and that of their students by striving for externally imposed targets and standards, resulting...
Article
Alternative assessment is a loose term which is used to cover many different forms of assessment. These are classified into three overlapping levels: different formats for the same tests; alternative models of assessment based on alternative views of learning; and, alternative purposes for assessment. We challenge the claim that just changing the f...
Article
Full-text available
The research aims to articulate the experiences and opinions of Year 6 (Y6) teachers, primary headteachers and primary science coordinators as a contribution to the debate about the effect of statutory national testing in England and its abolition in Wales. A multi‐faceted approach of quantitative and qualitative data collection and analysis was us...
Book
This book presents what has been learned during the Analysis and Review of Innovations in Assessment, ARIA project (funded by the Nuffield Foundation, 2007-8), in relation to how changes in national assessment practice may be brought about most effectively. The changes in question focus on the role of teachers in formative and summative assessment...
Chapter
Full-text available
This chapter is based upon a unique mixed methods 4-year research project which focused upon the variations in teachers' work, lives and effectiveness of 300 elementary and secondary school teachers in a range of 100 schools across seven regions of England. Its findings challenge linear conceptions of teacher development and expertise and provide n...
Article
Background: Validity is a central concern in any assessment, though this has often not been made explicit in the UK assessment context. This article applies current validity theorising, largely derived from American formulations, to national curriculum assessments in England.Purpose: The aim is to consider validity arguments in relation to the mult...
Chapter
Fairness is a concept for which definitions are important, since it is often interpreted in too narrow and technical a way.We set fairness within a social context and look at what this means in relation to different groups and cultures. Similarly, we are using educational assessment in a more inclusive way than is often the case; we include tests,...
Book
Full-text available
This is a brief account of what has been learned during the Analysis and Review of Innovations in Assessment, ARIA project (funded by the Nuffield Foundation, 2007-8) about how changes in national assessment practice may be brought about most effectively. The changes in question focus on the role of teachers in formative and summative assessment in...
Book
Full-text available
This is a brief account of what has been learned during the Analysis and Review of Innovations in Assessment, ARIA project (funded by the Nuffield Foundation, 2007-8) about how changes in national assessment practice may be brought about most effectively. The changes in question focus on the role of teachers in formative and summative assessment in...
Book
Full-text available
This is a brief account of what has been learned during the Analysis and Review of Innovations in Assessment, ARIA project (funded by the Nuffield Foundation, 2007-8) about how changes in national assessment practice may be brought about most effectively. The changes in question focus on the role of teachers in formative and summative assessment in...
Article
This article outlines the research design of a large‐scale, longitudinal research study in England intended to describe and explore variations in teachers' work, lives and their effects on pupils' educational outcomes. The study, funded by the Department for Education and Skills (DfES) and incorporated into the Teaching and Learning Research Progra...
Article
This article analyses some of the findings of an evaluation of Project One of the ‘Assessment is for Learning’ Development Programme in 16 Scottish primary schools and two junior high schools in which teachers developed formative assessment strategies aimed at improving teaching and learning. Drawing on data from pupils, teachers and parents, the u...
Technical Report
In early 2007, the Department for Education and Skills issued the ‘Making Good Progress’ (1) consultation document seeking views on ‘… what more we could do, without compromising improved standards, to help schools, parents and pupils to focus even more on individual progress’. The document looked in detail at the rates of progress that pupils were...
Article
In much educational literature it is recognised that the broader social conditions in which teachers live and work, and the personal and professional elements of teachers' lives, experiences, beliefs and practices are integral to one another, and that there are often tensions between these which impact to a greater or lesser extent upon teachers' s...
Book
Full-text available
This pamphlet results from the Assessment Systems for the Future project, funded by the Nuffield Foundation. The project was set up by the Assessment Reform Group in September 2003 to consider evidence from research and practice about the summative assessment of school pupils, and to propose ways in which such assessment can benefit their education...
Book
Full-text available
This pamphlet results from the Assessment Systems for the Future project, funded by the Nuffield Foundation. The project was set up by the Assessment Reform Group in September 2003 to consider evidence from research and practice about the summative assessment of school pupils, and to propose ways in which such assessment can benefit their education...
Book
Full-text available
This pamphlet results from the Assessment Systems for the Future project, funded by the Nuffield Foundation. The project was set up by the Assessment Reform Group in September 2003 to consider evidence from research and practice about the summative assessment of school pupils, and to propose ways in which such assessment can benefit their education...
Book
Full-text available
Los países del Reino Unido tienen gran tradición en lo que respecta a rendición de cuentas y pruebas estandarizadas externas, similares al Simce que se realiza en Chile. Sin embargo, en las últimas décadas ha surgido una corriente crítica de académicos que se ha dedicado a investigar las políticas de evaluación, sus propósitos e impactos. El Assess...
Article
VITAE was a four-year research project designed to explore the work and lives of a purposive sample of 300 Key Stage 1, 2 and 3 (English and maths) teachers at different phases of their careers in 100 primary and secondary schools in different socioeconomic contexts, drawn from seven local authorities in England. Its focus was upon identifying vari...
Article
The VITAE project is a four‐year (2001–2005) research study, commissioned by the Department for Education and Skills, conducted with 300 teachers in 100 schools in seven local education authorities in England. The project aimed to identify factors that may affect their work and lives over time and how these factors may, in turn, impact on their tea...
Article
Full-text available
This paper is about fairness (equity) in large-scale assessment systems within multicultural societies. It makes the key assumptions that fairness is fundamentally a sociocultural, rather than a technical, issue and that fair assessment cannot be considered in isolation from both the curriculum and the educational opportunities of the students. Equ...
Article
What are the objectives of national curriculum assessment in the United Kingdom? What criteria for assessment were established? What kinds of problems are associated with the assessment?
Technical Report
The Assessment Systems for the Future (ASF) project is a project of the Assessment Reform Group ARG, led by Wynne Harlen. Its focus is summative assessment and the role that assessment by teachers can take in it. This paper begins, in part 1, with a statement of, and rationale for, the learning outcomes that an effective summative assessment system...
Technical Report
The Assessment Systems for the Future (ASF) project is a project of the Assessment Reform Group ARG, led by Wynne Harlen. Its focus is summative assessment and the role that assessment by teachers can take in it. In Part 1 (sections 2 and 3) of this paper we explain the reasons for the focus on summative assessment by teachers, the project procedur...
Article
The Key Stage 3 Strategy is a complex and evolving government strategy intended to improve the education of 11‐ to 14‐year‐olds in England. This paper provides a snapshot of its development by early 2004, drawing on our evaluation of the pilot phase which began in 2000. The evolution of the Strategy, with its phased introduction of both subject and...
Technical Report
Full-text available
The Assessment Systems for the Future (ASF) project is a project of the Assessment Reform Group ARG, led by Wynne Harlen. Working Paper 1 offers an analytical framework that can be applied to any context in which teachers assess, for summative purposes, their own students’ work. Working Paper 2 summarises the evidence from two systematic reviews of...
Technical Report
The Assessment Systems for the Future (ASF) project is a project of the Assessment Reform Group ARG, led by Wynne Harlen. Its focus is summative assessment and the role that assessment by teachers can take in it. This paper summarises the research evidence revealed by the latest in a series of reviews of research that have explored what can be lear...
Chapter
How reputations change. A generation ago the UK was viewed as a model of laissez-faire educational planning in which the local school and Local Education Authority2 (LEA) had considerable autonomy over curriculum, teaching and assessment. Today England3 is seen by many as a hothouse of centrally driven educational reform, particularly in relation t...
Article
A representative sample of studies drawn from the published program evaluation literature is systematically examined. Weak designs, low statistical power, ad hoc measurement, and neglect of treatment implementation and program theory characterize the state of the art in program evaluation. Program evaluation research under the experimental paradigm...
Technical Report
In February 2003, the group embarked on a two-year plan of review work focused on the use of assessment by teachers for summative purposes. This focus was in response to evidence from previous reviews (Black and Wiliam, 1998; Crooks, 1988;) that, on the one hand, formative assessment can raise standards of achievement, and that, on the other, claim...
Technical Report
The ALRSG was created as one of the first wave of the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) Review Groups in 2000 and undertook its first review from February 2001 to January 2002. This was entitled 'A systematic review of the impact of summative assessment and testing on students' motivation for learni...
Article
Assessments come in all shapes and sizes, ranging from international monitoring exercises to work with individual pupils in the classroom. These assessments each have their purposes and their consequences. Such consequences, both intended and unintended, will vary according to an individual's role within the system. While data from high stakes test...
Technical Report
Full-text available
The review reported here was prompted by the rapid changes associated with the ‘information age’. New technologies have created both the need for education to provide students with what are described as ‘higher level thinking skills’ and the opportunity to teach and assess these skills. There is also evidence from two previous reviews of assessment...
Technical Report
This systematic review was prompted by concern to identify the impact of summative assessment and testing, which has burgeoned in many countries in the past decade, on students’ motivation for learning. Whilst the impact of testing on teachers, teaching and students’ achievement has been well researched and represented in reviews of research, much...
Book
Full-text available
Asesu ar gyfer dysgu yw un o ddibenion pwysicaf asesu. Nid dyma'r unig bwrpas fodd bynnag a rhaid gwahaniaethu rhyngddo ac asesiad o ddysgu a wneir at ddibenion graddio a chofnodi (ARG, 1999). Mae adolygiad o ymchwil ar asesu yn yr ystafell ddosbarth (Black and Wiliam, 1998) wedi dangos bod asesu ar gyfer dysgu yn un o'r ffyrdd pwysicaf o wella dys...
Book
Full-text available
Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. Assessment for learning should recognise the full range of achievements of all learners Assessment for learning should be used to enha...
Book
Full-text available
Assessment Reform Group 2002 10 principles is part of effective planning focuses on how students learn is central to classroom practice is a key professional skill is sensitive and constructive fosters motivation promotes understanding of goals and criteria helps learners know how to improve develops the capacity for self-assessment recognises all...
Article
This paper reviews the validity of National Curriculum assessment in England. It works with the concept of ‘consequential validity’ (Messick, 1989) which incorporates both conventional ‘reliability’issues and the use to which any assessment is put. The review uses the eight stage ‘threats to validity’model developed by Crooks, Kane and Cohen (1996)...
Book
Full-text available
Assessment is one of the most powerful educational tools for promoting effective learning. But it must be used in the right way. There is no evidence that increasing the amount of testing will enhance learning. Instead the focus needs to be on helping teachers use assessment, as part of teaching and learning, in ways that will raise pupils’ achieve...
Article
Recent analyses of public examination results, particularly in the GCSE, have demonstrated significant gender differences in both entry patterns and outcomes. This generally involves better results for girls in subjects other than mathematics and some sciences. The article discusses whether examination boards should work for equal outcomes given th...
Article
Special needs developments within local authorities since the publication of the Warnock Report in 1978 have been little more than a distraction from the central recommendations of that committee. This article argues that much of the enthusiasm and energy invested during the past eight years has been of questionable value or effect, and that failur...
Article
Raises the question of whether integrating special needs children into ordinary schools can be justified psychologically. Models for mainstreaming based on contact hypotheses and social learning theory, and the problem of labeling are discussed. Specific modifications of the classroom situation are recommended so as to insure the success of the mai...

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Projects

Projects (3)
Project
AFLA project Assessment for Learning in Africa (AFLA) Improving Pedagogy and Assessment for Numeracy in Foundation Years Major ESRC-DfID Research Grant Confirmed (ES/N010515/1) Oxford University Centre for Educational Assessment (OUCEA) has been successful in its bid for ASSESSMENT FOR LEARNING IN AFRICA (AFLA): Improving Pedagogy and Assessment for Numeracy in Foundation Years to the ESRC-DfID and awarded £695,210 to conduct research on formative assessment in primary school early years’ numeracy contexts in Tanzania, East Africa and two sites in South Africa. OUCEA will lead the project with Principal Investigator Dr. Therese N. Hopfenbeck, together with Professor Jo-Anne Baird as Co-Investigator and Professor Pauline Rea-Dickins, Dr. Daniel Caro, Dr. Jenny Lenkeit, Natalie Usher and Kristine Gorgen. Working in partnership with Co-Investigator Professor Anil Kanjee, Tshwane University of Technology South Africa, Co-Investigator Professor Yusuf Sayed, Cape Peninsula University of Technology, Co-Investigator Professor Anjum Halai and Veronica Sarungi, Aga Khan University, Institute for Educational Development East Africa, AFLA will support primary school teachers to implement formative assessment strategies to enhance the quality of the teaching and learning of numeracy. Our approach is to develop classroom materials for primary school numeracy development and use these as the basis for workshops and for the development of teacher learning communities in each research site. The aim is to improve teachers’ own numeracy skills and their understanding of how numeracy can be more effectively communicated to their young learners and to improve children’s outcomes in the form of test results through appropriate assessment strategies. We know a good deal about the teaching of numeracy and productive ‘Assessment for Learning’. However, this has been largely based on well-resourced education systems. Our research deliberately involves itself in far more challenging circumstances, specifically in urban slum areas, in order to develop ways of contributing to teaching and learning in the more marginal and disadvantaged circumstances in which millions of school-age learners find themselves. The research team includes researchers with extensive experience of implementing formative assessment internationally, numeracy specialists and academics based in South Africa and Tanzania who are familiar with their own contexts and local conditions. The work will take place over three years, and commenced in April 2016.