Research and Teaching Associate
Senior Member, Hughes Hall
+ 44 (0)1223 767524
- PhD in Cognitive Developmental Psychology (University of Sussex)
- BA Psychology and Philosophy (University of Warwick)
Membership of Professional Bodies/Associations
- Fellow of Association for Educational Assessment - Europe
Ayesha works as a Teaching Associate in the Psychology and Education group and is currently leading a research project on Assessing Students Participating in Collaborative Group Work. Ayesha has been working in the field of educational assessment since 1997, first at Cambridge Assessment, and then as a freelance consultant before joining the Faculty of Education in 2013. Her main areas of interest are in improving the quality of assessments and in the teaching and assessment of oracy skills.
Ayesha is an Executive Editor and Book Reviews Editor for Assessment in Education:principles, policy and practice. She is a member of the Research Advisory Group for Ofqual and the Research Advisory Group for AQA.
- Assessment of Collaborative Group Work
- Assessment of Oracy
- Validity of assessment
- Improving the quality of exam questions and mark schemes
Current Research Project(s)
- Assessing Students Participating in Collaborative Group Work. This project involves exploring the construct of group participation and designing methods for teachers to use to identify and teach these skills. It is a two year project involving Year 10 students and their teachers in Cambridge and Manchester. This project is funded by the Assessment and Qualifications Alliance (AQA) and is run through Cambridge Enterprise.
- Education Tripos: Psychology in schools, workplaces and beyond
- Postgraduate Certificate in Assessment and Examinations
Principal and Recent Publications
Mercer, N., Warwick, P. and Ahmed, A. (2016) An oracy assessment toolkit: Linking research and development in the assessment of students' spoken language skills at age 11-12, Learning and Instruction. http://dx.doi.org/10.1016/j.learninstruc.2016.10.005
Baird, J., Ahmed, A., Hopfenbeck, T.N.,Brown, C. and Elliott, V. (2013) Research evidence relating to proposals for reform of the GCSE. OUCEA report. oucea.education.ox.ac.uk/research/publications
Ahmed, A. and Pollitt, A. (2011) Improving marking quality through a taxonomy of mark schemes. Assessment in Education: principles, policy and practice, Special Issue on Marking.
Ahmed, A. and Pollitt, A. (2010) The Support Model for Interactive Assessment. Assessment in Education: principles, policy and practice 17 (2) 133-167.
Crisp, V., Sweiry, E., Ahmed, A. and Pollitt, A. (2008) Tales of the Expected: The influence of students' expectations on question validity and implications for writing exam questions. Educational Research.50 (1), 95-115
Ahmed, A. and Pollitt., A. (2007) Improving the Quality of contextualised questions: an experimental investigation of focus. Assessment in Education: principles, policy and practice. 14, 201-233.
Pollitt, A., Ahmed. A, and Crisp, V. (2007) The demands of exam syllabuses and question papers. In Newton, P., Patrick, H., Baird, J., Goldstein, H., and Timms, P., (Eds) Monitoring the Comparability of Examination Standards, QCA
Ahmed, A., and Ruffman, T. The A-not-B Error. In Slater, A. and Muir, D. (Eds) (2000) Infant Development: The Essential Readings. Blackwell.
Duncan, J., Seitz, J.R., Kolodny, J., Bor, D., Herzog, H., Ahmed, A., Newell, F.N., and Emslie, H. (2000) A Neural Basis for General Intelligence. Science 21 July 2000; 289: 457-460
Ahmed, A., and Ruffman, T. (1998) Why Do Infants Make A not B Errors, Yet Show Memory for the Location of the Toy in a Non-Search Task? Developmental Psychology, 34.