Professor Gordon Stobart

  • Qualifications and position:
    • PhD
    • Professor of Education
  • Faculty:
    • Faculty of Children and Learning
  • Department:
    • Department of Learning, Curriculum and Communication
  • Summary:
    • My professional interests focus on assessment, both national systems and policies and classroom based assessment - especially Assessment for Learning. I am a member of the Assessment Reform Group which has campaigned for assessments which improve learning and a former editor of the international journal 'Assessment in Education'
  • Teaching:
    • I currently teach the MA module Assessment Issues and Practice' and lead the Advanced Reseach Methods course on the EdD.
  • Research Projects:
    • Member of the IOE team working on an international evaluation project in India (DFID/NCERT).
  • Postgraduate Research:
    • Research interest in assessment, especially its relationship to curriculum, teaching and learning.

      V.Crisp: The judgement processes involved in assessing GCSE course work (PhD)
      R.Witjaksono: Investigating new assessment methods in education in relation to the implementation of the new 2004 Indonesian curriculum (PhD)
      G.Sugden: A case study investigating postgraduate students reactions to feedback in a post 1992 university business school (EdD)
      J.Needham: the impact of the assessment environment on student learning behaviour (EdD)
  • Professional Activities:
    • • Executive Editorial Board, 'Assessment in Education' (editor 2003-8)
      • Member of Assessment Reform Group
  • Conferences/presentations:
    • The validity of formative assessment. Paper given at Association for Educational Assessment - Europe Hisar, Bulgaria, Nov.2008.
      The validity of ability tests - a case of over-interpretation? Paper given at International Association for Educational Assessment Conference, Cambridge September 2008
      'Improving the quality of assessment' Keynote address at AEA-Europe conference, Stockholm, November 2007
  • Personal Country Knowledge:
    • assessment policy and practices in US, Canada, UK, New Zealand, Australia, Caribbean, Scandinavia.
  • Languages Spoken:
    • French (basic)
      Germany (basic)
 

Contact details

Contact details

  • Email:

  • Address:
  • Department of Learning, Curriculum and Communication
    Institute of Education University of London
    20 Bedford Way
    London
    WC1H 0AL

  • Office Location:
  • Room 740
    20 Bedford Way, WC1H 0AL

Publications

  • Stobart, G. (2005) 'Fairness in multicultural assessment systems', Assessment in Education 12(3), 275-287.
  • Stobart, G. and Stoll, L. (2005) 'The Key Stage 3 Strategy: What kind of reform is this?', Cambridge Journal of Education 35(2), 225-238.
  • Stobart, G. (2001) 'The Validity of National Curriculum Assessment', British Journal of Educational Studies 49(1), 26-39.
  • Stobart, G. (2006) 'The validity of formative assessment' In J. Gardner (ed.), Assessment and Learning. London: Sage.
  • Stobart, G. (2006) 'The role of formative assessment' In M. Sainsbury, C. Harrisonand A. Watts (eds), Assessing Reading. Slough: NfER.
  • Stobart, G. (2008) Testing Times. Abingdon: Routledge.
  • Day, C.W., Sammons, P., Stobart, G., Kington, A., and Gu, Q. (2007) Teachers Matter. Maidenhead, Open University Press.
  • Stobart, G. and Gipps, C. (1997) Assessment: A Teacher's Guide to the Issues, 3rd Edition. London: Hodder and Stoughton.