Dr Amy Devine

Dr Amy Devine

Senior Research Manager

Amy manages research supporting the development and validation of Cambridge English examinations and products, including digital learning and assessment tools, and examinations for young learners. She also leads research on justice, equity, diversity and inclusion (JEDI) in language assessment. Her background is in Psychology, and Amy received her master’s from the University of Otago and completed a PhD at the University of Cambridge in 2018.

Amy was born and raised in New Zealand and moved to the UK in 2007. Prior to joining Cambridge English, she worked on several funded research projects investigating primary and secondary school students’ mathematics and science learning (Faculty of Education and Department of Psychology, University of Cambridge). Amy also worked for Cambridge Assessment’s Research Division in 2013. In her spare time, Amy enjoys yoga, swimming, independent film and art.

Devine, A., & Pickles, M. (2024). New Technologies and Listening Development. In The Routledge Handbook of Second Language Acquisition and Listening (pp. 368–381). Routledge.

Devine, A. (2024, 6 November). Defining inclusive tests: Insights from research and practice [conference presentation]. ALTE 61st Meeting and Conference: The Transformative Power of EDI in Language Assessment, Istanbul, Turkey.

Devine, A. (2024, 6–7 September). Principles of assessing young leaners [plenary talk). The International Language Assessment Conference in Egypt (ILACE), Cairo.

Devine, A., & Pastorino-Campos, C. (2023, 23 June). Investigating the use of Global Englishes for Listening assessment [conference presentation]. BAAL TEASIG: Defining, implementing and enhancing EDI in language assessment, Cardiff.

Pickles, M., & Devine, A (2019). How video games can help people to learn English. English Teachers Association of Switzerland (ETAS) Journal Supplement, 37(1), 28–30.

McElwee S., Devine, A., & Saville, N. (2019). Introducing CEFR pre-A1 descriptors for language instruction and assessment: Consequences, opportunities and responsibilities. Zeitschrift für Fremdsprachenforschung, 30(2), 214–231.

Devine, A., Cheung, K. Y. F., Gallacher, T., & McElwee, S. (2017, August). Preparation for the BioMedical Admissions Test (BMAT): Candidates’ use of free and commercial resources [Conference presentation]. Association for Medical Education in Europe (AMEE) Annual Conference, Helsinki, Finland.

Devine, A., Taylor, L., & Cross, B. (2017). The biomedical school applicant: Considering the test taker in test development and research. In K. Y. F. Cheung, S. McElwee & J. Emery (Eds.), Applying the Socio-cognitive Framework to the BioMedical Admissions Test: Insights from Language Assessment (pp. 17–34). Studies in Language Testing Volume 49. UCLES/Cambridge University Press.