Research Director, English Assessment

Anthony Green

“The people here really seem to believe that assessment should make a difference in learners’ lives – and that belief shapes the way we work.”

Language assessment has been at the heart of my career for as long as I can remember, and I find myself just as fascinated by the questions it raises today as I was when I started out. I spent nearly two decades at CRELLA, the Centre for Research in English Language Learning and Assessment at the University of Bedfordshire, eventually serving as Director. As Professor of Language Assessment, I worked with researchers, governments, and testing organizations on some genuinely complex challenges: how we design assessments, what they can actually tell us, and what effect they have on the people who take them.

Research has taken me into many different contexts along the way – from benchmarking university English tests across South Asia to helping establish assessment literacy initiatives in Ukraine – but the constant thread has been collaboration. One of the great privileges of my career has been working with early-career researchers and watching them grow into thoughtful, independent scholars who push the field in directions I wouldn’t have imagined.

That same collaborative mindset shaped some of my most recent work. published a whitepaper with Times Higher Education titled . As the university experience becomes increasingly digital, interdisciplinary, and collaborative, the paper asks students need for today鈥檚 world. These are questions I鈥檝e been returning to throughout my career, not just as abstract research problems, but as practical challenges that matter to institutions, educators, and learners alike.

I joined OUP five months ago because I wanted to work somewhere that sees English language assessment not as a barrier, but as a support for learning and a route to greater opportunity. What has always set OUP English language teaching resources apart is how our organization embraces the idea of assessment as integral to learning. The people here really seem to believe that assessment should make a difference in learners’ lives – and that belief shapes the way we work.

As Director of , my focus is on the qualities that make assessments genuinely trustworthy and useful: their validity, fairness, reliability, and, above all, their real-world impact. What that means in practice is building the evidence base that helps our assessments earn the recognition they deserve – whether that’s through CEFR alignment, technical documentation, or research that demonstrates what our tests actually measure and what difference they make to the people who take them. I’m continually struck by how much rigorous, practically meaningful research there is to do in this space, and how much it matters to get it right.

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Director of Assessment, Data and Insights

Jonathon Speed

“The Oxford International Standardized Assessments allow teachers to fully understand their students’ strengths, weaknesses, and opportunities to improve. The granularity of reporting across the curriculum, combined with the standardized nature of the results, gives a level of insight not previously achieved.”

As we open the first official test window for the Oxford International Standardized Assessments, I’m proud to mark an important step forward in our global education offer.

Developed collaboratively across OUP, the provide reliable, externally benchmarked, end-of-phase tests that give schools clear insight into learner progress. These assessments combine academic rigour with a low-pressure experience that helps prepare students for future learning.

Endorsed by the University of Oxford, Oxford International Standardized Assessments reflect our commitment to quality, consistency, and innovation in assessment.

The Oxford International Standardized Assessments are a series of digital, end-of-phase tests for students at key ages in primary and lower secondary. The assessments are aligned to both the and the English National Curriculum, in English or English as a second language, science, and mathematics.

Each subject assessment gives informative, data-driven insights with standardized performance scores. What this means in practice is that, for example, in science, a student could discover that they are high-scoring in biology with a deep knowledge of plants and animal behaviour, but still have areas to develop in their knowledge of states of matter in chemistry. This is a much more meaningful and useful method of analysis compared to a single, averaged science score.

For teachers and schools, this means that results can more easily highlight where a particular class, teacher, or year group have mastered an area of the curriculum, but also show where there may be more work to do in developing schemes of work in certain areas. The standardized nature of the assessments allows direct comparisons to be made between students, classes, and even between schools within school chains.

Through these assessments, students will be able to experience a more formal and rigorous exam-style setting in a safe and supportive environment. This is an important step in developing good exam practice, a skill that is continually improved on over time.

Additionally, the Oxford International Standardized Assessments have been certified by the University of Oxford for their design and approach to assessment, so every participating student who completes all their tests will receive a certificate, allowing them to celebrate their achievements.

All the assessments are digital. Most of the assessments are entirely auto-marked, while the extended writing test is manually marked online with no intervention required from teachers or schools. Because of this, results and certificates are available just a few days after a class completes the tests.

Insights gained from the pilot phase

During our pilot phase, we analysed over 26,000 tests and 1,500 questions individually to understand the difficulty and performance for all questions. This allowed us to balance our tests to ensure the difficulty progressed fairly and was equally spaced out throughout the assessments. We used the results from the pilot phase to build out standardization curves, allowing us to compare the results from students across all subjects and topic areas on a standard scale.

The granularity of reporting across the curriculum, combined with the standardized nature of the results, gives a level of insight not previously achieved.

If taken at the end of year 6, the teacher and student can be confident that their progression to secondary school is on a firm foundation. If taken at the end of year 9, the results can be used by the school to best support students as they embark on higher stakes learning, such as .

The assessments undergo an annual refresh to reflect changes in student knowledge and curriculum growth over time. We will seed new items into the assessment each year, allowing us to collect the necessary data to place them accurately into the difficulty model and adjust the standardization curves. We expect to add new subjects over time鈥攂ut it’s too early to give specific details yet.

Find out more about the Oxford International Standardized Assessments .

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Managing Director, UK Education

Elizabeth Tyler

“Our ambition is clear: to empower teachers and learners with solutions that respond to the evolving needs of UK schools, today and for the future.”

The UK government鈥檚 recently published curriculum and assessment review marks a pivotal moment for education. The vision is clear: building a world-class curriculum for all and equipping young people for our rapidly changing world.

The review sets out a plan for a curriculum that enables teachers to impart critical knowledge and inspire a love of learning. It emphasizes the importance of strong foundations in the primary years, so that students embark on secondary education with confidence, enthusiasm, and curiosity. It also points out the importance of reading as a key skill to enable access to the complete curriculum and introduces new measures to support all students in becoming proficient readers.

The final curriculum will be published in spring 2027 and implemented from September 2028. While the revision of the curriculum presents a real opportunity, it will need strong implementation planning by school leaders and teachers. As Managing Director of UK Education at OUP, I see this as a chance to reaffirm what matters most. We must support teachers and learners with the knowledge, skills, tools, and confidence they need to help every child thrive in a changing world.

I’ve outlined below my six key take-aways from the report and how OUP can support:

Reading and literacy
The review reinforces the importance of reading, from learning to read and decode to cross-curricular literacy and reading for pleasure as drivers of attainment and engagement. Strong foundations in reading are critical for progression, and we welcome the introduction of the Year 8 reading test to ensure students continue to build confidence and fluency beyond primary school.

OUP has decades of expertise in phonics, early reading, and fostering a love of reading. Our trusted programmes including , ,听 (ELS), and have helped generations of learners, and our support for reading at Key Stage 3 enables learners to become confident readers in secondary school. We continue to collaborate with educators to provide evidence-based resources and professional development that empower teachers to nurture confident, motivated readers.

翱谤补肠测听
Oracy鈥攖he ability to express oneself fluently and communicate effectively鈥攊s increasingly recognised as essential for academic success, confidence, and wellbeing. It supports learning across subjects and equips students with vital communication skills for life beyond school.

The review recommends introducing an oracy framework for primary and secondary children, placing spoken language alongside reading and writing as a core skill. This reflects a growing understanding that oracy underpins learning and prepares students for future challenges.

OUP champions oracy through our publishing and partnerships. Techniques are embedded in Read Write Inc. and ELS, and are woven throughout . We also work with Voice 21, the UK鈥檚 leading oracy education charity, to define best practice for embedding oracy across subjects. Together, we have developed free resources such as and to help schools integrate oracy into everyday teaching.

Supporting learners with SEND
We welcome the review鈥檚 call for greater inclusion and its recommendation for evidence-led guidance on adapting curriculum and pedagogy for children and young people with special educational needs and disabilities (SEND). This aligns with our long-standing commitment to creating resources that are accessible for all learners. For example, the is built around equitable learning, and its research-based inclusive approaches bring benefits to all.

Our recent shares insights from 260 schools, practical advice from SEND experts, and case studies of inclusive classrooms. From differentiated materials to targeted interventions, we work closely with schools to ensure every learner can make progress. As one school implementing our Read Write Inc. phonics programme commented: 鈥淥ur children make progress in reading regardless of their background, language, or SEND status.鈥�

AI and digital
Technology is transforming teaching, learning, and assessment. AI offers opportunities to personalize learning, reduce workload, and enhance classroom experiences, but only when guided by educational value. These developments make digital literacy essential skills for all learners.

The proposal for a new qualification in data science and AI for 16鈥�18-year-olds reflects this shift, signalling the importance of preparing young people for a future shaped by intelligent technologies. At OUP, we believe technology should serve learning, not the other way around. Our explores the impact of AI on students鈥� skills and provides advice for schools looking to develop AI literacy in the classroom. As digital innovation accelerates, we remain committed to supporting educators with solutions that are ethical, evidence-based, and focused on meaningful outcomes.

Assessment
The review aims to ensure that assessment reflects the breadth of the curriculum and captures the strengths of every young person, striking the right balance between different assessment methods. We welcome the proposed reduction in assessment burden at GCSE, which should help alleviate pressure on students while maintaining high standards.

Effective in-school assessment is a powerful tool for driving improvement. It helps teachers identify learning gaps, tailor their teaching, and unlock progress for every student. When used well, assessment supports both academic achievement and learner confidence.

Our resources are designed to support formative and summative assessment across subjects, with tools that provide actionable insights for teachers. For example, plays a central role in schools’ digital learning ecosystems, integrating formative assessment tools that enhance teaching and learning. Alongside this, our comprehensive revision resources, such as , help students prepare effectively for exams, ensuring they feel confident and ready to succeed.

Subject changes and implementation
We’re looking forward to working alongside subject communities, teachers, and partners to bring these changes to life. Our focus is on continuing to help educators develop coherent, sequenced, knowledge-rich curricula and giving them the tools to adapt and deliver these effectively in their own contexts. We’re committed to increasing access to triple science, drawing on our expertise to remove barriers through targeted support, CPD, and high-quality resources.

Embedding diversity and inclusion across subjects and resources remains a priority, ensuring every learner sees themselves reflected in what they study. At the same time, we want to equip students with the critical skills they need to thrive in a rapidly changing world鈥攂uilding analytical thinking, media literacy, and financial literacy into the curriculum.

To achieve this, we’ll continue to innovate in ways that make teachers’ planning and delivery as efficient and effective as possible, leveraging AI tools and high-quality resources to save time and enhance impact in the classroom.

Continuing to lead with learning
Change is constant, but so too is our commitment to working with and empowering teachers. We combine trusted content with responsible technology, grounded in research and best practice. Our ambition is clear: to empower teachers and learners with solutions that respond to the evolving needs of UK schools, today and for the future.

Find out more about our response to the curriculum review .

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Director, Assessment

Andrew Nye

“By focusing on quality, relevance, and accessibility, institutions can not only meet the needs of today鈥檚 learners but also build a stronger, more trusted reputation in the wider education community.”

In today’s fast-moving education space, choosing the right English language assessment solutions can make a real difference. It’s a strategic decision that can shape how learners progress and how smoothly your institution operates, with the potential to improve outcomes, build confidence, and enhance the day-to-day experience for everyone involved.

From my experience, it’s not about ticking boxes or becoming a test centre. It’s about finding the right partner and the right tools to help your institution thrive.

Here are some of the most important things for institutions and decision makers to consider:

Once you’ve found the right assessment solution, it’s worth thinking about how your institution can take things a step further.

Becoming a test centre isn’t just a badge of honour. It brings real, practical benefits that support your learners and strengthen your institution’s position in the education landscape.

One of the biggest advantages is the added credibility that comes with being associated with a globally recognized assessment brand. It signals to students, parents, and partners that your institution meets high standards for quality, security, and professionalism. It also helps you stand out from the crowd, especially in a competitive market, by showing your commitment to trusted, high-quality assessment experiences.

Partnerships are another big plus. As a test centre, you can collaborate with local schools, universities, and employers to offer reliable, accessible testing option. These relationships can help raise your profile and bring in new learners through word-of-mouth and referral networks.

You’ll also benefit from ongoing training and support from the assessment provider. Whether it’s setting up systems, training staff, or staying up to date with best practices, you’ll have expert guidance throughout the process.

And perhaps most importantly, becoming an approved test centre contributes significantly to learner success. By offering high-quality assessments locally, you remove barriers like travel and scheduling, making it easier for students to take the next step in their academic or professional journey.

Essential skills for higher education entry tests

When a test is used as part of the entry process for higher education, it needs to do more than just meet basic requirements; it should give a clear picture of whether a student is ready to thrive in that environment.

Strong language proficiency is the foundation. A well-designed test should cover all four core skills: reading, writing, listening, and speaking. At more advanced levels, it should include mediation tasks too. At C1 level on the CEFR, for example, students should be able to combine skills in meaningful ways, like listening to a lecture and summarizing it in writing. These kinds of integrated tasks show how well learners can process, connect, and communicate ideas, just like they’ll need to do in real academic settings.

Then there are the academic and study skills that, while not always assessed directly, can still be reflected in the way a test is designed. Timed tasks, for instance, can mirror the pressure of managing deadlines or working under exam conditions. Writing tasks that require students to bring together information from multiple sources can give a good sense of how well they can research, evaluate, and build a coherent argument. These are skills that are essential for success at university.听

Choosing the right assessment solution and knowing how to make the most of it can have a lasting impact on both learners and institutions. From selecting tests that reflect real-world language use, to becoming an authorized test centre, to understanding what higher education institutions value in a test, every decision plays a part in shaping learner outcomes and institutional success.听

By focusing on quality, relevance, and accessibility, institutions can not only meet the needs of today鈥檚 learners but also build a stronger, more trusted reputation in the wider education community. And ultimately, that鈥檚 what it鈥檚 all about: giving learners the best possible chance to succeed, wherever their journey takes them.

You can find out more about English language assessment at OUP .

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