Katharine Bailey is Director of Policy at the Centre for Evaluation and Monitoring (CEM).
She has many years of experience working with schools and governments in the UK and around the world, helping them to use assessment data for pupil and school improvement.
The Centre for Evaluation and Monitoring (CEM) is one of the largest and longest established research groups providing learning assessment for children of all ages. CEM’s methods are research-based, evidence driven and market-tested, built on a foundation of non-commercial academic practice.
Craig Barton is a maths teacher from the North West of England.
To access the questions shown in this post, along with 30,000 others, all for free, please visit https://diagnosticquestions.com.
Prof Robert Coe
Educational Research Consultant for EBE and EEF.
Rob Coe is Director of Research and Development at Evidence Based Education and Senior Associate at the Education Endowment Foundation. He was previously Professor of Education and Director of the Centre for Evaluation and Monitoring (CEM) at Durham University, and before that a secondary mathematics teacher.
Rob is co-author of the Sutton Trust / Education Endowment Foundation’s Teaching and Learning Toolkit and the EEF’s DIY Evaluation Guide for teachers. He is lead author of the Sutton Trust report What Makes Great Teaching?, co-author of the Teacher Development Trust’s Developing Great Teaching report.
Dr Lee Copping
Senior Lecturer in Psychology, Teeside University
Former Assessment Developer and Researcher at CEM. Research interests: Assessment and measurement, structural equation modelling, multi-level modelling, Rasch analysis, fair access, widening participation, social mobility, sex differences, personality (impulsivity & risk taking), aggression and evolutionary psychology.
Philippa Cordingley, is an expert in research and evidence informed policy and practice and Chief Executive of The Centre for the Use of Research and Evidence in Education. Current research includes a comparison of the characteristics of Exceptional Schools and those seeking and gaining momentum in school improvement for Teach First, a UK wide investigation of subject specific professional development and R&D support for developing capacity for research and evidence informed practice across school districts. She is Chair of the Research Council for the National Foundation for Leadership, a member of OECD’s Expert Group for Country reviews of teacher preparation and development, and of Eton College Research Advisory Group.
Megan is the North West Regional Lead, working in the Dissemination and Impact team. Her role includes working strategically across the North West to widen the reach and impact of the EEF and the Research School Network.
Megan joined the EEF, on secondment in January 2019, from her substantive role as Director of the Aspirer Research School and Director of English for the Aspire Educational Trust. With almost twenty years’ experience in the classroom, she is a specialist literacy teacher and trainer, with considerable expertise in teaching children who find it hardest to learn. Prior to working at the Aspire Educational Trust, she has worked as a class teacher, Local Authority Literacy consultant and school improvement advisor and trainer.
Lee Elliot Major is Britain’s first Professor of Social Mobility. Appointed by the University of Exeter to be a global leader in the field, his work is dedicated to improving the prospects of disadvantaged young people.
He was formerly Chief Executive of the Sutton Trust the UK’s leading social mobility foundation. Lee is a founding trustee of the Education Endowment Foundation which has carried out 100s of major research trials in England’s schools. He is a senior visiting fellow at the LSE’s International Inequalities Institute and an Honorary Professor at the UCL Institute of Education. He commissioned and co-authored the Sutton Trust-EEF toolkit, a guide used by 100,000s of school leaders and replicated across the world.
He has a PhD in theoretical physics and was awarded an honorary doctorate from the University of Sheffield for services to education. He was an education journalist working for the Guardian and the Times Higher Education Supplement.
Steve Higgins is Professor of Education at Durham University. His main research interest is the use of research evidence to support effective spending in schools. He is the lead author of the Sutton Trust - Education Endowment Foundation (EEF) Teaching and Learning Toolkit. This is an accessible summary of education research that offers advice for teachers and schools on how to improve attainment in disadvantaged pupils by considering the cost/benefit of different educational approaches.
His wider research interests lie in understanding how children and young people’s reasoning develops, how digital technologies can be used to improve learning and how teachers can be supported in developing the quality of learning in their classrooms.
Former Vice Principal of the New Cairo British International School.
Sue has extensive experience in international education. She spent most of her career at the British School of Brussels where she held various posts including Deputy Head (Curriculum), Head of Secondary and Vice Principal, and finally as Acting Principal before moving to Argentina where she became the CEM’s consultant for Latin America. Her work took her to Peru, Brazil, Chile and Argentina. She followed this by teaching and consultancy in Spain and China and returned to school leadership in Qatar and Jordan.
Dr Niki Kaiser
Niki Kaiser is a teacher and Research Lead, teaching Chemistry to students aged 11-18 and supporting teachers to embed educational research in the classroom. Prior to becoming a teacher, she carried out post-doctoral research in Marine Biogeochemistry, and Niki has combined her interest in research with her love for teaching in a number of ways. She started Journal Clubs for students and colleagues, she was a member of the expert advisory panel for the Education Endowment Foundation’s Improving Secondary Science report, and she was recently awarded a teacher-researcher fellowship from the Royal Society of Chemistry’s Chemical Education Research Group.
Niki mentors school leaders in Norwich to help them integrate and evaluate research-informed practice, she co-ordinates the Norwich Research Leads Network, and she helped to form #CogSciSci, a peer-support network for teachers with over 700 members. She also serves on the Royal Society of Chemistry’s Education Division Council, and chairs their 11-19 Curriculum and Assessment Working Group.
Prof Stuart Kime (BA, MA, PGCE, PhD, FRSA, FRSS)
Stuart Kime is a qualified teacher who spent ten years teaching English and Drama in secondary schools. His interest in research focuses on assessment, teachers’ professional learning, and evaluation. At EBE, he is responsible for the design of all online and blended learning programmes.
Stuart is the author of the EEF’s Assessing and Monitoring Pupil Progress Guide, and co-author of the EEF’s DIY Evaluation Guide. He also wrote the National Toolkit of Common Evaluation Standards for Policing in the UK.
Dr Dimitra Kokotsaki
Lecturer at the School of Education and a member of the Education Evaluation Group at CEM.
She specialises in the Arts in Education. Her research interests include the identification and improvement of the educational, behavioural and socio-psychological conditions in schools with a specific focus on pupil creativity and engagement.
Prof Christine Merrell
Christine Merrell is Professor of Education and Pro-Vice Chancellor (Social Sciences & Health) at Durham University. She has developed assessments for children aged between 3 and 14 years which are widely used in CEM’s monitoring systems. These include assessments of reading, mathematics, English vocabulary, non-verbal ability and motor development. Other experience includes using RCTs to evaluate a range of educational interventions.
Dr Deborah Netolicky
Researcher, school leader, and teacher Dr Deborah M. Netolicky has almost 20 years’ experience in teaching and school leadership in Australia and the UK. She is Honorary Research Associate at Murdoch University and Dean of Research and Pedagogy at Wesley College in Perth, Australia. Deborah blogs at theeduflaneuse.com, tweets as @debsnet, and is a co-Editor of Flip the System Australia.
James Pembroke has 15 years’ experience working with education data, including 5 years in an LA school improvement team. He turned freelance in 2014, and now works with Insight (insighttracking.com), helping schools across the country make sense of their data. James has worked with numerous organisations including ASCL (member of primary assessment expert panel), DfE (member of Reception Baseline Stakeholder Group), NAHT, Ofsted, and FFT; is an active member of JUSCO (the Junior School Collaboration group), and has spoken at many national conferences including Learning First. He blogs regularly about data (www.sigplus.co.uk/blog), has written numerous ‘Data Doctor’ columns for the TES, and probably spends too much time on twitter.
English teacher and Director of Research School, at Huntington School, in York.
Leads the Education Endowment Foundation RISE Project (Research-leads Improving Students’ Education).
Author of The Confident Teacher: Developing Habits of Mind, Body and Pedagogy, and Teach Now! Becoming a Great English Teacher, both published by Routledge.
Prolific blogger and regular columnist for Teach Secondary magazine. He also writes occasionally for the Guardian, and has given talks at the Wellington Festival of Education, NorthernRocks, ResearchEd York and ResearchEd.
Former researcher at CEM.
Qualified primary school teacher (QTS) with special interest in mathematics.
Former lecturer in mathematics education.
Richard is an experienced primary school teacher and data specialist. He has worked as an intervention teacher, focusing on supporting individuals and small groups across the primary age range. Since 2014, Richard has written about education for The Guardian, The Times Educational Supplement and Schools Week, and has spoken at national education conferences including Northern Rocks and ResearchEd. Richard is part of ASCL’s Expert Panel on Primary Assessment and has worked closely with bodies responsible for education at a national level. His first book, Databusting for Schools was published by Sage Publications in 2018.
Director of JESS Dubai (Jumeirah English Speaking School), a leading HMC and COBIS school.
Principal and CEO of Kellet School, The British International School in Hong Kong, from Sept. 2019.
Phil is deputy head teacher at a large secondary school in South London, and has worked in 3 different schools in different roles, including Head of English. He is currently responsible for teaching, learning and assessment, as well as staff professional development. Phil is also the research lead at his school and has a keen interest in the role of evidence in improving student outcomes.
Dr Karen Taylor
Director of Education and of the Institute of Learning and Teaching at the International School of Geneva.
Interest in eighteenth-century French pedagogical writings and Enlightenment epistemology, International Mindedness and Plurilingual Education.