Filio Constantinou
Biographic Data
| ID | 6155225 |
|---|---|
| NAME | Filio Constantinou |
| GIVEN NAMES | Filio |
| FAMILY NAME | Constantinou |
| SIGNATURE | CONSTANTINOU F |
| AFFILIATIONS | University of Cambridge |
| ORCID | 0000-0002-3040-1644 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
‘If you have a question that doesn’t work, then it’s clearly going to upset candidates’
This study investigated an under-researched source of measurement error in high-stakes examinations, namely mistakes in examination papers (e.g. multiple-choice questions containing more than one correct answer). Such mistakes (henceforth errors) are important, as they can undermine students' performance in the examination, while also eroding public confidence in the examination system. In light of this, this study sought to understand what gives…
Teacher-student interactions in emergency remote teaching contexts
How novel can examination questions really be? Exploring the boundaries of creativity in examination question writing
Examination questions need to be sufficiently novel if they are to be effective as measurement instruments. Novelty, however, presupposes creativity, suggesting that question writing is, or should be, a creative process. To explore the boundaries of creativity in question writing, this study made use of two data sources: two corpora of examination questions, and interviews with professional question writers. The study identified various factors t…
Non-standard English in UK students’ writing over time
This study examined the use of non-standard English features in 16-year-old students’ writing in the UK. Adopting a diachronic approach to the investigation of students’ written production, the study sought to identify changes in students’ use of non-standard English over the course of a decade, specifically from 2004 to 2014. It involved an analysis of 858 extracts of writing composed under standardised examination conditions by students from ac…
Examination questions as a form of communication between the examiner and the examinee
Written examinations represent one of the most common assessment tools in education. Though typically perceived as measurement instruments, written examinations are primarily texts that perform a communicative function. To complement existing research, this study viewed written examinations as a distinct form of communication (i.e. ‘register’). Its starting point was sociolinguistic theory that suggests that the linguistic features of a text are …
A diachronic perspective on formality in students’ writing
One of the missions of language education internationally is to enable students to use language in a context-appropriate manner. Against this backdrop, students’ ability to linguistically encode formality emerges as an important issue. Using extracts of writing produced by 16-year-old students in 2004 and 2014, this study sought to investigate whether the level of formality in students’ writing changed over time. The 858 extracts of writing sampl…
Strong and weak ‘brands’ in the school curriculum
In the school curriculum, some subjects tend to be regarded more highly than others. Various accounts have been proposed to explain this phenomenon. Most of them draw attention to the nature of different subjects and the type of knowledge that these promote. While such epistemological narratives help to illuminate the origins of the curriculum hierarchy, they are limited in their ability to point to directions for addressing it. Drawing on empiri…
How do question writers compose external examination questions? Question writing as a socio‐cognitive process
The focus of this research is on the practice of education examination question writing. Educational examinations are tests that are taken by candidates in schools or colleges but that are externally developed, administered and marked by an assessment organisation. Whilst the practice of writing external examination questions is ubiquitous, previous research in this area is limited and has tended to adopt a cognitivist approach. This current proj…
Strong and weak ‘brands’ in the school curriculum
In the school curriculum, some subjects tend to be regarded more highly than others. Various accounts have been proposed to explain this phenomenon. Most of them draw attention to the nature of different subjects and the type of knowledge that these promote. While such epistemological narratives help to illuminate the origins of the curriculum hierarchy, they are limited in their ability to point to directions for addressing it. Drawing on empiri…
How do question writers compose external examination questions? Question writing as a socio‐cognitive process
The focus of this research is on the practice of education examination question writing. Educational examinations are tests that are taken by candidates in schools or colleges but that are externally developed, administered and marked by an assessment organisation. Whilst the practice of writing external examination questions is ubiquitous, previous research in this area is limited and has tended to adopt a cognitivist approach. This current proj…
How do question writers compose external examination questions? Question writing as a socio‐cognitive process
The focus of this research is on the practice of education examination question writing. Educational examinations are tests that are taken by candidates in schools or colleges but that are externally developed, administered and marked by an assessment organisation. Whilst the practice of writing external examination questions is ubiquitous, previous research in this area is limited and has tended to adopt a cognitivist approach. This current proj…
A diachronic perspective on formality in students’ writing
One of the missions of language education internationally is to enable students to use language in a context-appropriate manner. Against this backdrop, students’ ability to linguistically encode formality emerges as an important issue. Using extracts of writing produced by 16-year-old students in 2004 and 2014, this study sought to investigate whether the level of formality in students’ writing changed over time. The 858 extracts of writing sampl…
Strong and weak ‘brands’ in the school curriculum
In the school curriculum, some subjects tend to be regarded more highly than others. Various accounts have been proposed to explain this phenomenon. Most of them draw attention to the nature of different subjects and the type of knowledge that these promote. While such epistemological narratives help to illuminate the origins of the curriculum hierarchy, they are limited in their ability to point to directions for addressing it. Drawing on empiri…
Non-standard English in UK students’ writing over time
This study examined the use of non-standard English features in 16-year-old students’ writing in the UK. Adopting a diachronic approach to the investigation of students’ written production, the study sought to identify changes in students’ use of non-standard English over the course of a decade, specifically from 2004 to 2014. It involved an analysis of 858 extracts of writing composed under standardised examination conditions by students from ac…
Examination questions as a form of communication between the examiner and the examinee
Written examinations represent one of the most common assessment tools in education. Though typically perceived as measurement instruments, written examinations are primarily texts that perform a communicative function. To complement existing research, this study viewed written examinations as a distinct form of communication (i.e. ‘register’). Its starting point was sociolinguistic theory that suggests that the linguistic features of a text are …
Teacher-student interactions in emergency remote teaching contexts
How novel can examination questions really be? Exploring the boundaries of creativity in examination question writing
Examination questions need to be sufficiently novel if they are to be effective as measurement instruments. Novelty, however, presupposes creativity, suggesting that question writing is, or should be, a creative process. To explore the boundaries of creativity in question writing, this study made use of two data sources: two corpora of examination questions, and interviews with professional question writers. The study identified various factors t…
‘If you have a question that doesn’t work, then it’s clearly going to upset candidates’
This study investigated an under-researched source of measurement error in high-stakes examinations, namely mistakes in examination papers (e.g. multiple-choice questions containing more than one correct answer). Such mistakes (henceforth errors) are important, as they can undermine students' performance in the examination, while also eroding public confidence in the examination system. In light of this, this study sought to understand what gives…
Psychology (8 works) · Computer Science (5 works) · Pedagogy (5 works) · Discourse Analysis in Language Studies (4 works) · Linguistics (4 works) · Mathematics education (4 works) · Cognitive psychology (3 works) · EFL/ESL Teaching and Learning (3 works) · Engineering (3 works) · Geography (3 works)