Michelle Meadows
Biographic Data
| ID | 6155609 |
|---|---|
| NAME | Michelle Meadows |
| GIVEN NAMES | Michelle |
| FAMILY NAME | Meadows |
| SIGNATURE | MEADOWS M |
| AFFILIATIONS | University of Oxford |
| ORCID | 0009-0007-5200-6331 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Construct comparability and the limits of post hoc modeling
Construct comparability was investigated across different subjects in the International Baccalaureate (IB) Diploma Programme (DP). A Rasch Partial Credit Model (PCM) was applied to historical assessment data to generate statistical measures of the relative “difficulty” of IB subjects and languages. Specifically, analysis centered on different language versions of literature assessments, where exams differ in content, but are designed to assess th…
Competence, competition, content and control
Assessment of all kinds plays a defining role in contemporary global society. In the field of education, as in other aspects of life, people and performances are counted, graded, evaluated and judg
Standardised testing in the context of constitutionally protected freedom of education – the case of Flanders
Around the world governments have been observed to harness assessment to exert control over the content and quality of education. In Belgium, Flanders, with constitutionally protected freedom of education, has been an exception, having no standardised tests or end of school examinations. Recently, declining international test outcomes have been used to justify educational reforms, including the introduction of compulsory standardised tests. We co…
Assessment and learning loss in England
Disruption of the status quo caused by the pandemic in England provides a lens to view the priorities embedded in the qualifications system.The Government's initial priority was to avert grade inflation, followed by a populist turn to teacher assessment after a widespread backlash.Subsequent Government arguments for the return to examinations as the fairest way to assess re-introduced policies which emphasised excellence agenda.Learning loss, a c…
An introduction to statistical techniques used for detecting anomaly in test results
A potential negative consequence of high-stakes testing is inappropriate test behaviour involving individuals and/or institutions. Inappropriate test behaviour and test collusion can result in aberrant response patterns and anomalous test scores and invalidate the intended interpretation and use of test results. A variety of statistical techniques have been developed to investigate anomaly in test results at individual test-taker and group levels…
The SES equity gap and the reform from modular to linear GCSE mathematics
This article addresses whether the introduction of end‐of‐course, linear General Certificate of Secondary Education (GCSE) examinations changed the socio‐economic equity gap in England. The GCSE is a national examination offered in a wide range of subjects and taken by almost the entire 16‐year‐old age cohort. Between the years 2007 and 2014, it underwent a number of reforms to both the underlying curriculum and the examination structure. At the …
Co-teacher noticing
Federal laws require schools to incorporate co-teaching environments, often comprised of an inclusion specialist and content specialist. Research shows individual teachers can make improvements to their practice by engaging in critical reflection through noticing. The authors present a research-based professional development model designed for teachers to improve and enhance their co-teaching practices. Findings included: teachers’ beliefs on tea…
The role of social deviance and violations in predicting road traffic accidents in a sample of young offenders
Lawton, Parker, Stradling & Manstead (1997) examined the relationship between mild social deviance (West, Elander & French, 1993 a ), driving violations and road traffic accident involvement in a sample of 830 drivers. The relationship between mild social deviance and accident involvement was shown to be partly mediated by propensity to commit driving violations and by factors associated with driver age. The present research replicates and extend…
The SES equity gap and the reform from modular to linear GCSE mathematics
This article addresses whether the introduction of end‐of‐course, linear General Certificate of Secondary Education (GCSE) examinations changed the socio‐economic equity gap in England. The GCSE is a national examination offered in a wide range of subjects and taken by almost the entire 16‐year‐old age cohort. Between the years 2007 and 2014, it underwent a number of reforms to both the underlying curriculum and the examination structure. At the …
Co-teacher noticing
Federal laws require schools to incorporate co-teaching environments, often comprised of an inclusion specialist and content specialist. Research shows individual teachers can make improvements to their practice by engaging in critical reflection through noticing. The authors present a research-based professional development model designed for teachers to improve and enhance their co-teaching practices. Findings included: teachers’ beliefs on tea…
The role of social deviance and violations in predicting road traffic accidents in a sample of young offenders
Lawton, Parker, Stradling & Manstead (1997) examined the relationship between mild social deviance (West, Elander & French, 1993 a ), driving violations and road traffic accident involvement in a sample of 830 drivers. The relationship between mild social deviance and accident involvement was shown to be partly mediated by propensity to commit driving violations and by factors associated with driver age. The present research replicates and extend…
The role of social deviance and violations in predicting road traffic accidents in a sample of young offenders
Lawton, Parker, Stradling & Manstead (1997) examined the relationship between mild social deviance (West, Elander & French, 1993 a ), driving violations and road traffic accident involvement in a sample of 830 drivers. The relationship between mild social deviance and accident involvement was shown to be partly mediated by propensity to commit driving violations and by factors associated with driver age. The present research replicates and extend…
Co-teacher noticing
Federal laws require schools to incorporate co-teaching environments, often comprised of an inclusion specialist and content specialist. Research shows individual teachers can make improvements to their practice by engaging in critical reflection through noticing. The authors present a research-based professional development model designed for teachers to improve and enhance their co-teaching practices. Findings included: teachers’ beliefs on tea…
The SES equity gap and the reform from modular to linear GCSE mathematics
This article addresses whether the introduction of end‐of‐course, linear General Certificate of Secondary Education (GCSE) examinations changed the socio‐economic equity gap in England. The GCSE is a national examination offered in a wide range of subjects and taken by almost the entire 16‐year‐old age cohort. Between the years 2007 and 2014, it underwent a number of reforms to both the underlying curriculum and the examination structure. At the …
An introduction to statistical techniques used for detecting anomaly in test results
A potential negative consequence of high-stakes testing is inappropriate test behaviour involving individuals and/or institutions. Inappropriate test behaviour and test collusion can result in aberrant response patterns and anomalous test scores and invalidate the intended interpretation and use of test results. A variety of statistical techniques have been developed to investigate anomaly in test results at individual test-taker and group levels…
Assessment and learning loss in England
Disruption of the status quo caused by the pandemic in England provides a lens to view the priorities embedded in the qualifications system.The Government's initial priority was to avert grade inflation, followed by a populist turn to teacher assessment after a widespread backlash.Subsequent Government arguments for the return to examinations as the fairest way to assess re-introduced policies which emphasised excellence agenda.Learning loss, a c…
Construct comparability and the limits of post hoc modeling
Construct comparability was investigated across different subjects in the International Baccalaureate (IB) Diploma Programme (DP). A Rasch Partial Credit Model (PCM) was applied to historical assessment data to generate statistical measures of the relative “difficulty” of IB subjects and languages. Specifically, analysis centered on different language versions of literature assessments, where exams differ in content, but are designed to assess th…
Competence, competition, content and control
Assessment of all kinds plays a defining role in contemporary global society. In the field of education, as in other aspects of life, people and performances are counted, graded, evaluated and judg
Standardised testing in the context of constitutionally protected freedom of education – the case of Flanders
Around the world governments have been observed to harness assessment to exert control over the content and quality of education. In Belgium, Flanders, with constitutionally protected freedom of education, has been an exception, having no standardised tests or end of school examinations. Recently, declining international test outcomes have been used to justify educational reforms, including the introduction of compulsory standardised tests. We co…
Psychology (5 works) · Mathematics education (4 works) · Pedagogy (4 works) · Computer Science (3 works) · Mathematics (3 works) · Political science (3 works) · Sociology (3 works) · Statistics (3 works) · Economic growth (2 works) · Economics (2 works)