Joanna Williamson
Biographic Data
| ID | 6328151 |
|---|---|
| NAME | Joanna Williamson |
| GIVEN NAMES | Joanna |
| FAMILY NAME | Williamson |
| SIGNATURE | WILLIAMSON J |
| AFFILIATIONS | Research Division, Cambridge Assessment, Cambridge, UK |
| ORCID | 0000-0002-3513-1081 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Storybook reading: Literacy and teacher knowledge in early childhood education
Language and literacy are prioritised across education as tools for thinking with texts, and cultural tools to access participation in society, culture and learning. Teacher knowledge about ways to promote language and literacy are therefore critical. How might this intention play out in early childhood education, where longstanding beliefs about play and child-centred education have dominated Western provision? This paper explores teacher knowle…
On reducing errors in assessment instruments
Errors that occasionally manifest in examination papers and other educational assessment instruments can threaten reliability and validity. For example, a multiple choice question could have two correct response options, or a geography question containing an inaccurate map could be unanswerable. In this paper we explore this oft-neglected element of fairness. We adopt the theoretical position that assessment instrument errors stem from different …
Mark scheme design for school- and college-based assessment in VTQs
School- and college-based vocational and technical qualifications (VTQs) in England are required to award successful candidates a grade rather than simple pass or fail. Ensuring the reliability and validity of these grades is considered vital, particularly in light of the high-stakes purposes for which school assessment results in England are used. Whilst previous research has shown how mark scheme design can support examiner judgement, school- a…
Meaningful destinations: Using national data to investigate how different education pathways support young people’s progression in England
Until recently, school accountability measures in England have focused on assessment results rather than on what students do after they leave school/college. However, destination measures are increasingly being seen as key tools in assessing how schools prepare their students for a successful transition into the next stage of education or training, or into employment.Research into destinations has been limited in the past due to data availability…
Meaningful destinations: Using national data to investigate how different education pathways support young people’s progression in England
Until recently, school accountability measures in England have focused on assessment results rather than on what students do after they leave school/college. However, destination measures are increasingly being seen as key tools in assessing how schools prepare their students for a successful transition into the next stage of education or training, or into employment.Research into destinations has been limited in the past due to data availability…
Meaningful destinations: Using national data to investigate how different education pathways support young people’s progression in England
Until recently, school accountability measures in England have focused on assessment results rather than on what students do after they leave school/college. However, destination measures are increasingly being seen as key tools in assessing how schools prepare their students for a successful transition into the next stage of education or training, or into employment.Research into destinations has been limited in the past due to data availability…
Mark scheme design for school- and college-based assessment in VTQs
School- and college-based vocational and technical qualifications (VTQs) in England are required to award successful candidates a grade rather than simple pass or fail. Ensuring the reliability and validity of these grades is considered vital, particularly in light of the high-stakes purposes for which school assessment results in England are used. Whilst previous research has shown how mark scheme design can support examiner judgement, school- a…
On reducing errors in assessment instruments
Errors that occasionally manifest in examination papers and other educational assessment instruments can threaten reliability and validity. For example, a multiple choice question could have two correct response options, or a geography question containing an inaccurate map could be unanswerable. In this paper we explore this oft-neglected element of fairness. We adopt the theoretical position that assessment instrument errors stem from different …
Storybook reading: Literacy and teacher knowledge in early childhood education
Language and literacy are prioritised across education as tools for thinking with texts, and cultural tools to access participation in society, culture and learning. Teacher knowledge about ways to promote language and literacy are therefore critical. How might this intention play out in early childhood education, where longstanding beliefs about play and child-centred education have dominated Western provision? This paper explores teacher knowle…
Psychology (4 works) · Pedagogy (3 works) · Computer Science (2 works) · Education Systems and Policy (2 works) · Engineering (2 works) · Mathematics education (2 works) · Medicine (2 works) · Political science (2 works) · Sociology (2 works) · Academic achievement (1 works)