Professor Robert Coe, Director

Rob CoeAlongside his role as Director of CEM, Robert is a professor in the School of Education. His research work is wide ranging, with a special focus on the use of evaluation and assessment to improve learning. Previously a teacher of mathematics, Rob has wide experience in a range of secondary schools and colleges. He was a member of the Sykes Review of Assessment and is currently a member of Ofqual’s Standards Advisory Group.

Dr Christine Merrell, Director of Research and Development

Christine Merrell PhotoHaving worked at CEM since 1994, Christine directs CEM’s research and evaluation unit.  Her research interests include monitoring the progress and attitudes of severely inattentive, hyperactive and impulsive young children and investigating how to help them succeed in the classroom.

Mark Wightman, Director of Operations

Mark Wightman PhotoMark joined CEM in 1996 and is responsible for CEM’s operational activity and a team of 21 staff. Originally an Applied Physics graduate, he taught GCSE Astronomy for two years and is currently studying for an MBA at Durham University Business School.

Emma Beatty, Director of Software Development

Emma Beatty PhotoEmma has worked at CEM since 2002, using her expertise to design improvements to our systems. Emma is passionate about the future technology can play in assessment and measuring what matters. Her key interests are eAssessment, data for longitudinal tracking and simplifying access to CEM data for all.

Katharine Bailey, Director of Applied Research

Katharine Bailey PhotoKatharine joined CEM in 1996 and 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. She has a BSc in psychology and research methods. Her Masters degree involved the development of an assessment to measure the relative abilities of young children to decode emotional facial expressions. She is currently studying for a doctorate exploring the validity of interpretations made from assessment data with a particular focus on children from socially deprived backgrounds and those for whom English is an additional language.



BASE Reception Baseline Assessment

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