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Overcoming political and organisational barriers to international practitioner collaboration on national examination research: Guidelines for insider researchers working in exam boards and other public organisations

By Lena Gray

Abstract

These guidelines are intended to provide help to insider researchers working in exam boards and other public organisations concerned with high-stakes assessments, such as national school-leaving examinations or university entrance examinations. The guidelines were born out of an international project that aims to examine critical policy positions and processes for assessment standards in a range of countries, drawing on analyses from in-country experts and researchers, and using senior personnel from exam boards as participant observers. The document forms part of a wider project that aims to articulate and codify the political and organisational barriers to exam board insider research, and delineate a range of ways to overcome them.

The guidelines supplement existing literature on insider research by discussing how that literature fits into the particular context of exam board research. They have been written by an insider researcher for insider researchers. They do not purport to be directive, but are intended to be considered, used, and adapted – in whole or in part – as suits the particular researcher, context and project.

How to cite

Gray, L. (2017). Overcoming political and organisational barriers to international practitioner collaboration on national examination research: Guidelines for insider researchers working in exam boards and other public organisations (Rep. No. OUCEA/17/2). Oxford: Oxford University Centre for Educational Assessment.

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