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Improving next generation assessment design
using sophisticated techniques to explore real-world problems
to link design rationales with local contexts
building a bank of data to inform your work
Next Generation Design
Our microanalytic studies will improve your assessment design and strengthen test performance, user experience and validity. We conduct lab-based and field studies to provide rich process data. By involving us early on, you’ll receive invaluable feedback that informs your test design, preempts problems and mitigates expensive redesign costs.
Capturing precision data on eye movements and emotion, gesture and verbal interaction, our sophisticated studies observe assessment responses as they take place in real-world settings. Our studies of test reception and user experience will help you to understand and compare test performance and validity across groups and contexts.
Process Data Visualisation
Our fine-grained samples of test performance provide valuable resources to support investigations into item characteristics, test fairness and data forensics. We will make the information available to you through helpful visualisation tools, animations, eye tracker images, videos and analytics reports.
"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 Micro-Analytics, and Associate Professor in Educational Assessment at the University of East Anglia. He is a specialist in the application of small-scale, observational data on assessment response processes, including studies of gesture and eye tracking. He applies those to improve User Experience (UX) in e-assessment, and to support advanced digital techniques used in process data analysis and AI/ML. Bryan has conducted assessment research in France, 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 specialises in the area of neurodiversity, disability and chronic illness in assessment. She has an academic background in education, anthropology and psychology with expertise in the field of inclusive education. Naomi previously she worked as an Education, Health and Care Plan Coordinator creating plans to ensure equity of education for students with complex needs. She is currently training to become an Educational Psychologist.
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.