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Cambridge Assessment English
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Dr Nick Saville
Since 2003 Nick has been the Director Research and Validation and a member of the Cambridge English senior management team. Nick is the elected Manager of the Association of Language Testers in Europe (ALTE) and has close involvement with other European initiatives, such as the Council of Europe’s Common European Framework of Reference for Languages (CEFR) and related ‘toolkit’. Nick holds a PhD from the University of Bedfordshire in language test impact, as well as a BA in Linguistics and an MA in TEFL from the University of Reading. Before moving to Cambridge in 1989, he worked at the University of Cagliari (Facolta' di Magistero) in Italy from 1980 to 1986 teaching English, and has specialised in language testing and assessment since 1987. Initially he managed a test development project for Cambridge in Japan based at the British Council, Tokyo (1987-1989). He is a member of the University's interdisciplinary team responsible for coordinating the English Profile Programme that includes the development and analysis of learner corpora, is on the Board of the Institute for Automated Language Teaching and Assessment (ALTA), and a member of the Executive Committee of the University’s Language Sciences Initiative. His current research interests include: the development of models for investigating test impact; the implementation of quality management systems (QMS) in test development and validation; the uses of language assessment for migration and citizenship purposes; and Learning Oriented Assessment (LOA). Nick presents regularly at international conferences and has published widely on issues related to language assessment. He was a founding associate editor and is now on the editorial board of Language Assessment Quarterly; is joint-series editor of the Studies in Language Testing series with Professor Cyril Weir and founding editor of the English Profile Studies series with Dr Michael Milanovic (both with Cambridge University Press). He serves on the Board of Trustees of The International Research Foundation (TIRF).
Dr Ardeshir Geranpayeh
Head of Automated Assessment and Learning
Ardeshir holds a PhD in Applied Linguistics from the University of Edinburgh on the comparability of language proficiency testing. He has over 26 years’ experience of test validation and has contributed to the design, development, validation, revision and evaluation of several internationally recognised language proficiency tests. He also has a strong background in computing and information technology. Ardeshir has run several workshops on Basic statistics, Item Response Theory, Test Equating, Structural Equation Modelling, Differentiating Item Functioning, Test of Listening and Test Security, discussing various aspects of Practices, Policies, Consequences and technical advancements in these areas. He is a regular presenter and workshop leader in several international conferences such as; National Council on Measurement in Education (NCME), Association of Test Publishers (ATP), Association of Language Testers in Europe (ALTE), Language Testing Research Colloquium (LTRC), Language Testing Forum (LTF), and International Test Commission (ITC) and has published extensively on language proficiency testing and cheating detection. His current interests include: the use of Digital Technology in Adaptive Learning and Assessment, Automated Assessment of Writing and Speaking and Test Fraud Detection. Recent publications include Examining Listening: Research and Practice in Assessing Second Language Listening (2013) and Detecting Plagiarism and Cheating (2014).
Head of Research and International Education
Hanan leads a cross divisional team of Cambridge English experts in the field of language learning, teaching and assessment on providing evidence-based decision making and transforming language education, working with ministries of education worldwide and developing strategic partnerships at a global level. Previously, Hanan has held ministerial roles as advisor to Minister of Education, and worked for international development agencies and educational firms (CfBT, AMIDEAST, AIR, AED). Hanan's expertise lies in language testing, educational assessment, monitoring and evaluation, standard setting, research (methodology, instrument design, data analysis), and institutional capacity building.
Her work experience includes education reform, curriculum and syllabus design, materials development, teacher training, baseline and impact studies, internal auditing, and managing large surveys (TIMMS & PISA). Hanan is an expert member on Council of Europe CEFR panels and the EAQUALS inspection committee. She has presented worldwide, with a track record of over 60 conference presentations and 30 publications including Examining Reading (used as course/key reference material by ALTE and master's programmes in UK universities). She was the recipient of 1989 Hornby Award for ELT and a joint winner with Burns and Brandon of the 2013 IEAA award for innovation in International Education. Hanan holds a PhD in Language Testing from Reading University, UK.
As a Principal Research Manager, Fiona leads on the application of corpora to language assessment, including how technological developments such as computer-based testing and automated assessment impact on learners’ production across proficiency levels. She draws on a PhD in Language Description and Corpus Linguistics from Cardiff University and a varied teaching and training background. Fiona is Series Editor of the English Profile Studies series and publishes on teaching, learning and assessment. She coordinates funded research projects that explore aspects of Cambridge English exams, teaching awards and action research in ELT classrooms worldwide and also coordinates professional development seminars and training for Cambridge English colleagues. Her current research interests focus on academic literacy and assessment literacy.
Dr Daniel Brooker is Principal International Education Manager at Cambridge Assessment English. He plays a lead role in the implementation of Cambridge English international education strategy with responsibilities for consultancy services, business to government engagement and pursuing project funding opportunities. His role involves working closely with Cambridge regional offices, Cambridge Assessment business streams and various international development stakeholders in the UK and internationally (UKTI, Foreign Office, Ministries of Education, development banks, donor agencies, NGOs).
Daniel's expertise covers project design, strategy development and stakeholder management. He has undertaken a range of research and policy consultancy assignments for government agencies in the UK (HEFCE, BIS, ESRC) and internationally (World Bank, European Commission). Recently he has led language strategy development and evaluation projects for Cambridge English clients. Prior to joining Cambridge English he worked in academia for universities in the UK and Asia and for the RAND Corporation think tank.
Daniel holds a PhD in Geography from the University of Durham, UK, a Masters Degree in Research Methods and a First Class degree in Geography. He speaks Mandarin Chinese and Bahasa Malaysia.
Kevin is a psychologist with research specialisms in measurement, personality and academic writing. He is currently involved in operational and research activities related to university admissions tests, capitalising on his interests in higher education pedagogy and assessment. Prior to joining the group, Kevin lectured in Social Psychology and Research Methods at Loughborough University, Birmingham City University and University of Derby. His doctoral research developed a psychometric model of authorial identity, a psychological construct used to reduce plagiarism in university contexts. Kevin’s current research interests include the role of testing in healthcare study and the use of non-cognitive tests in admissions contexts.
Maggie Dunlop conducts research on learner-oriented language assessment, including integration of assessment and instruction and digital learning. She also specializes in educational program evaluation. Before joining Cambridge, Maggie worked and published on language assessment and learning projects for children, internationally educated professionals, immigrants, university students and indigenous communities, and taught English as a Foreign Language. She has worked in China, Japan, the Philippines, Mozambique, the USA and Canada. Maggie holds an MA in International Education from the George Washington University, DC, USA and is a PhD candidate in Language and Literacies Education at the University of Toronto, Canada.
Esther joined Cambridge English in 2014. She holds a degree in Translation and Interpreting from the University of Salamanca (Spain), a Postgraduate Diploma in Education (PGDE) Modern Foreign Languages from the University of Glasgow, and a BSc Honours in International Studies from The Open University. Besides, she is currently writing her PhD thesis on teachers’ beliefs about multilingualism at Eötvös Loránd University (Budapest, Hungary), is a Certified Project Management Associate, and has extensive experience as a translator, interpreter, foreign language teacher, and interpreter trainer. Esther is responsible for overseeing the daily running of the ALTE Secretariat, including the programme of professional development events and conferences in language assessment, and for investigating and securing new sources of funding for projects in language education and assessment in Europe.
Evelina has a background in Applied Linguistics and holds an MA and EdD degrees from Columbia University (USA. She has extensive experience as an ESOL teacher, teacher trainer and program administrator and has taught and delivered training courses on language assessment in North America, Asia and Europe. Within Cambridge English Evelina is Principal Research Manager and leads on research on speaking assessment. Her other responsibilities include Learning Oriented Assessment and its implementation in practice, and the assessment of teaching competence. She also works on projects which involve benchmarking against the CEFR, including large-scale projects with Ministries of Education. She is Managing editor of the Studies in Language Testing series.
Evelina regularly presents at international conferences and has published in assessment journals and academic volumes, including publications in Language Assessment Quarterly, Applied Linguistics, and Examining Speaking (CUP). She is a member of the Language Assessment Quarterly Editorial Advisory Board and is a coordinating committee member of the BAAL Testing, Evaluation and Assessment Special Interest Group.
Tom is a graduate member of the British Psychological Society, with an MSc in Occupational Psychology from Manchester Business School and an MA in Psychology from the University of Edinburgh. With a background in psychometric analysis he has previously worked with personality assessments, situational judgement tests and employee engagement surveys; he joined Cambridge Assessment English in 2015 and works with IELTS and Admissions Testing Service measures.
Ekaterina holds two BAs (Hons) in Language Education and Management from Voronezh State Pedagogical University and Institute of Management, Marketing and Finance (Voronezh, Russia). Before joining Cambridge English she worked for the Voronezh State Pedagogical University in Russia. Ekaterina also did postgraduate research in Applied Linguistics and has published works based on that. She has a strong language education and assessment background as an ESOL/EFL Teacher and Examiner. Ekaterina is jointly responsible for providing PA support to the Head of Automated Assessment and Learning, and support for research publications, staff conferences and seminars, and the Cambridge English staff induction and training programme. She also provides support for the Research and Validation department as part of the administration team.
Nahal holds a DPhil in Education and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. In her current role as Senior Research Manager, she acts as the first point of contact for research projects related to exams in workplace contexts. Nahal provides quality assurance support for Cambridge English speaking tests and contributes to research on performance assessment and in particular, the automated assessment of speaking. She has also been involved in benchmarking and impact studies in Higher Education contexts.
Nahal’s research interests include Many-Facet Rasch Measurement, which she trains on; the automated assessment of speaking; and the effects of task and test taker-related variables on performance. She has publications in the Language Learning Journal, Papers in Language Testing and Assessment and Research Notes, has delivered workshops on speaking assessment and Rasch analysis for the Association of Language Testers in Europe (ALTE) and has presented at various conferences. She has been a reviewer for Language Assessment Quarterly and has experience as an ESOL teacher and an IELTS examiner.
Gad Lim is Principal Research Manager, leading research on the assessment of writing and speaking and on IELTS. His research work is informed by many years of experience as an examiner, item writer, test designer, and test development manager. He has also taught in higher education and trained language teachers and testers in Asia, North America, and Europe. Gad reviews for all major language testing journals, and has published articles and chapters on language teaching, performance testing, raters and rating scales, test validation, standard setting, and on the CEFR. His PhD is from the University of Michigan at Ann Arbor.
Jane holds a degree in Linguistics from York University, an MA in Linguistics and TESOL from Leicester University, and an MA in Language Testing from Lancaster University. Her current responsibilities involve working with three ALTE members on the statistical analysis of their tests and on improving quality assurance procedures. Before joining Research and Validation, Jane worked in Japan, South East Asia, Turkey and the Middle East as a teacher, trainer and manager in state schools and higher education. Her interests lie in change management, and institutional culture and the validation of tests at national level, and research projects which involve national organisations, ministries or institutions involved in large scale testing.
Mariangela holds an MA in Foreign Languages and Literature from the University of Salento, Italy, where she studied English, Spanish and French. Prior to joining our organisation, Mariangela worked as an administrative assistant for a company in her hometown. She also worked in the public library of her hometown, where she organised English courses, cultural events and coordinated library activities across the Puglia region. Mariangela’s current role involves supporting the work of the ALTE Secretariat by coordinating ALTE’s programme of meetings, courses and conferences, as well as providing administrative assistance to the Research and Validation group.
Sarah holds a PhD in Cognitive Development from Queen’s University Belfast. She is involved in a range of operational research and validation activities related to university admissions tests such as the Biomedical Admissions Test (BMAT), and the Thinking Skills Assessment (TSA). Prior to joining the group, Sarah worked as a post-doctoral researcher in psychology at Oxford University, where her research focused on the development of tests of verbal and spatial reasoning for children. Her current research interests include the role of admissions tests in identifying students’ potential, widening participation at university, the predictive validity of admissions tests, and the assessment of young learners.
Rosey has three years’ experience in administration within the Cambridge Assessment Group. Before joining our organisation, she worked as a primary school teacher in the UK and Australia. Rosey is responsible for providing PA support to the Director of Research and Validaton, coordinating administrative support for the Research and Validation team.
Ella has eight years’ experience in administration and office management within the education sector. Before joining our organisation, she worked in an independent primary school in Cambridge as School Administrator, this role involved all non-curriculum related matters including HR, finance, parent liaison and event coordination. Ella is responsible for providing PA support to the Director of Research and Validation, coordinating administrative support for the Research and Validation group and administering the department budget. She is also the Risk Assessor and Health and Safety Inspector for the team.
Angeliki holds a PhD in English and Applied Linguistics from the University of Cambridge. She has previously worked as a postdoctoral researcher on English language processing at Cambridge where she developed a strong background in quantitative research. As Principal Research Manager, Angeliki coordinates a team of Research managers with responsibilities for the delivery of bespoke projects (e.g. benchmarking) for governmental and corporate sectors worldwide. She leads on CEFR-related issues, the English Profile Programme, second language learning and its interface with assessment. Her research interests currently include bilingualism, learner corpus analysis and test impact. Several pieces of Angeliki’s work in the above fields have been published.
John holds an MA in English Literature and History from the University of Glasgow and an MSc in Publishing from Edinburgh Napier University. Before joining our organisation, he worked as a freelance proofreader. In his current role he supports editors and authors with the project schedules, copy-editing, proofreading and production of various publications, such as the Studies in Language Testing series, English Profile Studies and Research Notes. He also provides editorial support for project related reports.
Ivana holds a PhD in Second Language Acquisition from the University of Cambridge. Previously, she worked as an EFL teacher overseas where she taught adult learners. Her role involves providing research support to Cambridge English: ESOL Skills for Life examinations. She has run courses on assessment of reading comprehension and English for Specific Purposes (ESP). She has presented at international conferences and has published in the areas of language assessment and second language acquisition. Her current research interests include assessment of ESP and reading comprehension, learner corpus analysis and impact of the English language examinations on various stakeholders.
Carrie holds a BA (Hons) in Business and Tourism Management from the University of Wolverhampton. Prior to joining our organisation, she worked in a PR and advertising agency. Since joining Cambridge Assessment in 2000, she has gained extensive experience of working in assessment. Carrie is jointly responsible for providing PA support to the Head of Automated Assessment and Learning, and support for research publications, staff conferences and seminars, and the Cambridge English staff induction and training programme. She is also the Cambridge English librarian and she provides support for the Research and Validation department as part of the administration team.
Agnieszka holds a PhD in Quantitative Data Analysis (Social Sciences) from the University of Amsterdam. As a Senior Manager in the Research and Validation team, Agnieszka is involved in operational and research activities related to computer adaptive testing (CAT) and a number of CAT products. In addition, Agnieszka provides expertise in quantitative and qualitative research methods for benchmarking and impact assessment projects for governmental and corporate sectors worldwide. Prior to joining Cambridge Assessment, Agnieszka worked as an analyst at RAND Corporation (European office) where she managed projects commissioned by European institutions and national ministries in the EU. Agnieszka is a proud multilingual and speaks English, German, French, Dutch and Polish.
Jing received his PhD in Applied Linguistics and Technology from Iowa State University (ISU). His research interests include automated language assessment, validity theory, and computer-assisted language learning (CALL). As a Senior Research Manager, he is currently involved in research projects related to automated speaking assessment, digital language learning, and assessment literacy. Before joining Cambridge English, Jing worked as an assistant coordinator for the Oral English Certification Test (OECT) at ISU, a research intern at Educational Testing Service, and an English language instructor. Jing has published in refereed journals such as Language Testing and CALICO, authored two book chapters on CALL, and co-edited a volume on diagnostic language assessment.