Roger Murphy

University of Oxford, Education, Honorary Research Fellow

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Professor Roger Murphy is an experienced educational researcher with strong interest in the use of educational assessment to improve learning. He is a former President of the British Educational Research Association and Dean of Education at Nottingham University. UK. He is an Associate Director of AlphaPlus Consultancy and a Fellow of the Association of Educational Assssment-Europe.

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Antonio Dias de Figueiredo

Universidade de Coimbra

Judith L Green

University of California, Santa Barbara

E. Wayne Ross

University of British Columbia

Christian Bueger

University of Copenhagen

Daniel Cassany

Pompeu Fabra University

Marc Champagne

Kwantlen Polytechnic University

David Seamon

Kansas State University

Maritza Lozano

California State University, Fullerton

Rashid Al-Abdulkareem

King Saud University

Michael A. Buhagiar

University of Malta

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Papers by Roger Murphy

Enhancing clinical learning in the workplace: a qualitative study

Workplace learning (WPL) is seen as an essential component of clinical veterinary education by th... more Workplace learning (WPL) is seen as an essential component of clinical veterinary education by the veterinary profession. This study sought to understand this type of learning experience more deeply. This was done utilising observations of students on intramural rotations (IMR) and interviews with students and clinical staff. WPL was seen as an opportunity for students to apply knowledge and develop clinical and professional skills in what is generally regarded as a safe, authentic environment. Clinical staff had clear ideas of what they expected from students in terms of interest, engagement, professionalism, and active participation, where this was appropriate. In contrast, students often did not know what to expect and sometimes felt under-prepared when entering the workplace, particularly in a new species area. With the support of staff acting as mentors, students learned to identify gaps in their knowledge and skills, which could then be addressed during specific IMR work placements. Findings such as these illustrate both the complexities of WPL and the diversity of different workplace settings encountered by the students. WORKPLACE learning (WPL) is an important part of professional training for veterinary students. It is a core part of the curricula of the UK veterinary schools, and includes preclinical extramural placements (AHEMS), clinical extramural placements (EMS) and clinical intramural rotations (IMR) within the veterinary schools. The Royal College of Veterinary Surgeons (RCVS) has recently reviewed the role of EMS, and reiterated the essential role it has in undergraduate education (RCVS 2009). WPL is often informal and opportunistic. In many settings, students work alongside highly experienced veteri

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And Users

The National Qualifications Framework in the UK covers a broad range, from school examinations to... more The National Qualifications Framework in the UK covers a broad range, from school examinations to workplace-based, occupation-specific qualifications. It is designed to make the relationships amongst qualifications explicit for all users, and to enable a more effective progression between them. UK qualifications have developed progressively through the work of many agencies, to meet the needs of different groups of users, incorporating assessment strategies appropriate to those users, and to the purposes of the qualification. Whilst the emergence of a framework does not suggest that qualifications within it should all be operated in the same way, it does lead us to address some issues about how we can assure and control acceptable levels of assessment quality. The CDELL research team at Nottingham University has been working on a project concerned with identifying and analysing the operation of quality assurance and control mechanisms in qualifications, studying their effectiveness,...

Centre for Developing and Evaluating Lifelong Learning (CDELL)

The Extent to which Costs are a Barrier to NVQ Accreditation A Report for the DfEE By

Evaluating Mathematics Pathways Final Report

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Nuttall, D.L. (1979b) 'The myth of comparability', Journal of the National Association of Inspectors and Advisers, 11, pp. 16-18

Evaluating education : issues and methods : an Open University reader

Changing Educational Assessment

Educational Assessment in an Era of Reform

Education Policy and Contemporary Politics, 2002

Until the second half of the 1970s educational assessment attracted relatively little attention. ... more Until the second half of the 1970s educational assessment attracted relatively little attention. There was a general consensus that teachers were responsible for teaching and assessment in the classroom, and that examining boards provided external certification. In contrast, assessment practices and outcomes are now matters of public debate. There appear to be three major factors (which are not unique to the United Kingdom) which have brought about this change.

Investigating occupational learning in the workplace through the use of video methodology

Empowering Students to Engage with Responsible Business Thinking and Practices

Business and Professional Ethics Journal, 2012

Sustainability as a narrative has mainstreamed, but practice is stuck in the 'valley of death,' w... more Sustainability as a narrative has mainstreamed, but practice is stuck in the 'valley of death,' with exemplary business action to internalize social and environmental externalities remaining ad hoc and small scale. Civil regulation has had significant impacts, but appears unable to act as a driver of systemic change. Addressing change at the system level requires the evolution of corporate governance away from intensive towards an extensive accountability, embedded within a 'public fiduciary.' Such a shift in fiduciary arrangements is needed to institutionalize and leverage the growing involvement of the state in economic and industrial practice through direct enterprise ownership, the increasing importance of sovereign wealth funds and national development banks, and the significance of public-private partnerships. This re-emergence of the role of the state in economic governance will underpin the next generation of corporate responsibility, framed largely by an international political economy led by major emerging economies.

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Teachers’ assessments of students’ learning of mathematics

Assessment in Education: Principles, Policy & Practice, 2008

This paper reports a study of the classroom assessment practices of 12 sixth form college mathema... more This paper reports a study of the classroom assessment practices of 12 sixth form college mathematics teachers in Malta. It explores the extent to which these teachers are knowledgeable about their students&amp;amp;#x27; learning of mathematics and the implications that this has for their classroom ...

Facilitating effective professional development and change in subject leaders

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Assessment and learning (Book review)

Contrasting with the recent influx of encyclopedic GIScience books, the Handbook of Geographic In... more Contrasting with the recent influx of encyclopedic GIScience books, the Handbook of Geographic Information Science edited by John Wilson and Stewart Fotheringham (published in Oxford, UK, by Blackwell Publishing) is a timely and well-crafted overview of many key issues in GIScience. Divided into seven parts, the 34 chapters and 634 pages are written by researchers working in the field from around the globe exploring each issue in depth. Each section has three to seven articles on various topics. For example, the section Database Trends and Challenges consists of an article on object-orientated database management systems, adding elevation data, temporal databases, and geographic data integration. The editor’s introductory chapter in the first part of the book offers a terse overview and focuses on constraining GIScience activities to analysis and methodological issues. However, while terse, the introduction manages to delineate the editorial concept behind the book. Each part also has a roughly two-page long introductory essay that summarizes key points from the chapters. Each chapter is free-standing, with limited cross-referencing to other chapters and references printed with the chapter. Practically this organization works well, yet the selection of topics inexorably leads to some unevenness in the engagement with the broad spectrum of GIScience issues. The limited breadth of individual topics may be the book’s Achilles’ heel, yet the authors have prepared some very thoughtful review articles and discussions of issues that lie at the core of the GIScience methodology and spatial analysis. There are also some unique contributions that are important additions to GIScience literature. However, the editorial framing of GIScience in terms of methodological issues and spatial data analysis offers limited traction for taking up some recent questions and research with great relevance to the practice of GIScience. The first of these is the limited engagement with cognitive science. While cognitive science has had considerable impact on GIScience research of the past two to three decades, a reader would be hard-pressed to gain a sense of its importance for research. Second, and related to the first point, is that central issues of representation are passed over in the pragmatic focus on methodology and spatial analysis. Given the recurring problems of data integration and semantic interoperability and their centrality to both GIS and GIScience, missing this issue is a gap of significance for any handbook. The Handbook’s focus on methods and the development of spatial analysis that starts from the data veils considerable risks for those people who misjudge how the data refer to the reality they study. In a similar light, the Handbook editors have also missed an opportunity to make connections to previous writing on GIScience as well as recent work on the Body of Knowledge. Whereas David Mark, Michael Goodchild (who does offer an interesting perspective on future GIScience challenges in the Handbook), and others have earlier written at length, outside of the Goodchild chapter there is no engagement with the research questions nor with the research-orientated issues that a scientific field must engage with. Indeed, it seems odd for a Handbook of GIScience, considering remarks Goodchild points out in his contribution, that the Handbook limits its engagement with wide-reaching issues of ontology and interoperability, for example, to methodological and spatial analysis issues, especially when they are some of the most vibrant research areas with no ‘solutions’ in sight. Shouldn’t a handbook point out the challenges for methods and spatial analysis? In this sense, the part of the Handbook on future issues and predictions is intriguing as a check against what the Handbook covers and what is overlooked. Hopefully, a second edition can provide an editorial introduction that connects to the research questions of GIScience and contains chapters that cover the perennial research issues. Perhaps the Achilles’ heel in the selection of topics mentioned earlier should also be seen in light of recent GIScience encyclopedias that cover the proverbial ‘waterfront’, but in many ways

What Don't We Know About Interactive Lectures?

This article considers aspects of lecturer-student interaction within the context of lectures in ... more This article considers aspects of lecturer-student interaction within the context of lectures in higher education. In particular it considers ways in which lectures can involve observable interactions between students and lecturers, and how these sometimes involve novel uses of visualisation supported by modern technologies. It goes on to consider the different ways in which interactive lectures can involve the use of new technologies such as voting systems and SMS messaging from mobile telephones. A full range of types of interactive lectures is reviewed, and the article notes the serious lack of research in existence which can inform thinking about what is a very widely used form of teaching throughout higher education. As well as considering the possible implications for students and lecturers of participating in interactive lectures, this article also goes on to consider ways in which this type of educational situation could be subjected to rigorous research investigations. It i...

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EFFECTIVE SCHOOL LEADERSHIP A brief review summarising selected literature on the evidence for effective school leadership

Executive summary 1 Introduction 2 Important themes from previous overview studies 3 School conte... more Executive summary 1 Introduction 2 Important themes from previous overview studies 3 School context and responsive leadership Learning-centred leadership Distributed leadership Adapting to new policy agendas Some caveats Conclusion: some key issues References Executive summary This review has been conducted as one part of the National College for School Leadership's (NCSL) review of provision (ROP) process. It seeks to summarise the current state of knowledge about effective school leadership, and it starts by setting out some key overarching themes. These involve the identification of several core leadership practices: − Setting direction: vision, goals and high performance expectations − Developing people: individualised support/consideration, emotional understanding and support, intellectual stimulation and modelling − Redesigning the organisation: building a collaborative culture, restructuring the organisation, productive relations with families and communities, connecting school and the wider environment − Managing the learning programme: staffing, providing teaching support, monitoring, buffering staff from distractions to core work − Leadership behaviours: optimistic, positive and improvement-oriented − Clear priorities and well-developed management structures and systems These practices are generally conducted in relationship with a more complicated set of issues, which include the following. School context and responsive leadership: effective school leaders are generally able to 'read the context' in order to deploy a repertoire of skills appropriately and, since that context is multi-layered and complex, they need good diagnostic tools to identify the clues and signals and to analyse what they find. Learning-centred leadership: school leaders' knowledge of and commitment to technical excellence in teaching has also been shown to have a critical impact. Effective school leaders demonstrate skills in modelling, monitoring and learning-centred dialogue and they use these approaches to work on teachers' motivation and resilience. They generally develop a culture of openness, hold many 'strategic conversations', using good diagnostic questioning and foster a pupil voice. Distributed leadership: good organisational structures provide clear roles for senior leadership teams and middle leaders, and effective leaders model good leadership to other leaders, engaging in collaborative leadership with new partnership projects, encouraging networking and good communication within and outside their own school.

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Structured questions in O level sociology

Research in Education

A trial structured question examination paper was given to a sample of O-level candidates and the... more A trial structured question examination paper was given to a sample of O-level candidates and their performance on this paper was compared with their performance on another type of O-level examination paper in the same subject. Further analyses are reported that consider possible sex differences in performance on the structured questions, and the reliability with which these questions can be marked, as compared with essay-type examination questions.