Jump to content
Improving the performance of educational assessments
With international assessment expertise
Linking user experience with assessment design
Enhancing test quality with observational data
We are Assessment MicroAnalytics
We are Experts
We are experts in the collection and analysis of observational data on user experience and assessment response processes. Our studies enhance the transition to digital modes of assessment, and increase confidence in new assessment products.
We are Experienced
We capture the cognitive and emotional dimensions of test performance with techniques including eye tracking, and the analysis of gesture, talk and facial expressions in real life assessment contexts such as schools, households, and examination centres.
We are Mobile
With our state-of-the-art mobile eye tracking laboratory, we can work in classrooms and testing centres anywhere in the world to collect observational data on educational assessment as it takes place.
"Bryan’s work presents a refreshing approach to assessment validation using observational micro data to understand how assessments are practically operating in contexts."
Tania Clarke, Senior Research Manager, Cambridge Assessment English
"AI is often criticised for its lack of human touch, it therefore seems appropriate for ACTNext to collaborate with an esteemed anthropologist with experience in the testing process on our projects that include AI and ML."
Alina A. von Davier, Senior Vice President, ACTNext
"...the field of measurement ,assessment, and testing has been calling out for a new and expanded evidential basis for test validation. Maddox’s program of research answers that call..."
Bruno D. Zumbo. Paragon UBC Professor of Psychometrics and Measurement
Bryan is Executive Director of Assessment MicroAnalytics, Associate Professor in Educational Assessment at the University of East Anglia, and visiting Professor (Professor II) at the Centre for Educational Measurement at the University of Oslo. He is a specialist in the application of small-scale, observational data on assessment response processes, including studies of gesture and eye tracking. Bryan has conducted assessment research in France, Luxembourg, Mongolia, Nepal, Senegal, Slovenia, the United States and the UK. His edited book on International Large-Scale Assessments in Education is published by Bloomsbury (2018).
Nic has worked with Assessment MicroAnalytics since before its launch in October 2018. He advises businesses across the digital and technology sectors, providing advice and support on strategy and growth. His focus is the adoption and alignment of technology and process to facilitate rapid scaling. As a qualified accountant, Nic has a focus on robust financial modelling and planning using an approach developed over many years working with high growth technology businesses, including; Virgin Money, the Optimise Media Group and the UK price comparison site knowyourmoney.co.uk
Naomi has an academic background in education, anthropology and psychology. As an Analyst with AMA she leads our work in the area of neurodiversity, disability and chronic illness in assessment. Naomi previously she worked as an Education, Health and Care Plan Coordinator creating plans to ensure equity of education for students with complex needs.
Liz Monahan is a figurative artist who graduated from Norwich University of the Arts with an MA Fine Art distinction in 2017. She has won the Bishop’s Art Prize and was highly commended for the Hermione Hammond Drawing Prize. Her work has been shown at the RefreshArt and ING Discerning Eye exhibitions.
“I find the human face an endlessly fascinating subject to contemplate. With the tiniest lift of an eyebrow, or slightest shift of the mouth a whole gamut of thought and feeling is expressed”.
Liz produces anonymised images on the facial expressions and gestures of test respondents. You can see more of Liz's work at: www.lizmonahan.co.uk
International Large-Scale Assessments in Education
Exploring the often controversial international large-scale assessments (ILSAs) in education and offers research-based accounts of international testing as a social practice.
Observing response processes with eye tracking in international large-scale assessments: evidence from the OECD PIAAC assessment
Reporting on a pilot study that used eye tracking techniques to make detailed observations of item response processes in the OECD Programme for the International Assessment of Adult Competencies (PIAAC).
Interviewer-respondent interaction and rapport in PIAAC
Investigating small-scale, qualitative observations of interviewer–respondent interaction in the Organisation for Economic Co-operation and Development’s Programme for the International Assessment of Adult Competencies (PIAAC).
Talk and Gesture as Process Data
Discussing talk and gesture as neglected sources of process data. The significance of the article is the growing use of various sources of process data in computer-based testing. The use of process data on talk and gesture expands the sources of information about test performance and validity.
Literacy as Numbers: Researching the Politics and Practices of International Literary Assessment
Enquiring into the politics and practices of international literacy assessment programmes, exploring how the internationally comparable numbers, now so heavily relied on in national policy are produced, and how they are shaping our understanding of the meanings and purposes of literacy.
The neglected situation: assessment performance and interaction in context
Informed by Goffman’s influential essay on ‘The neglected situation’ this paper examines the contextual and interactive dimensions of performance in large-scale educational assessments.