Bryan Maddox

Academic interests

My research focus is on small-scale, observational, and ethnographic perspectives on user experience, response processes and interaction in large-scale national and international assessments. I am especially interested in the use of multi-modal process data to extend understanding of test validity and assessment performance.  As a social anthropologist by training, I specialise in the uses of qualitative, ‘micro-analytic’ methods including participant observation, and the use of digital techniques to capture eye movement, verbal interaction, facial expression and gesture. 

Courses taught

• Workshop in MAE4051 (23-27 Nov 2020)

Background

In addition to my CEMO Professor II position I am an associate professor in educational assessment at the University of East Anglia, UK.  I am also Executive Director of ‘Assessment Micro-Analytics Ltd’ http://www.microanalytics.co.uk/ , an applied Edu Tech company that supports test producers to improve the user experience and reception of their digital assessments and to enhance the uses of large-scale process data.

Publications

Edited Books

• Maddox, B. (Ed). 2018. International, Large-Scale Assessments in Education. Bloomsbury.

• Hamilton, M., Maddox, B., & Addey, C. (Eds.). (2015). Literacy as Numbers. Cambridge University Press.

• Basu, K., Maddox, B. and Robinson-Pant, A. (Eds). (2009). Interdisciplinary Approaches to Literacy and Development. Routledge, London. 

Selected Journal Papers

• Addey, C., Maddox, B. & Zumbo, B.D. (forthcoming).  ‘Assembled Validity: Rethinking Kane’s Argument-Based Approach in the Context of International Large-Scale Assessments’. Assessment in Education: Principles, Policy and Practice.

• Maddox, B., Bayliss, A. P., Fleming, P., Engelhardt, P. E., Edwards, S. G., & Borgonovi, F. (2018). ‘Observing response processes with eye tracking in international large-scale assessments: Evidence from the OECD PIAAC assessment’. European Journal of Psychology of Education, 33(3), 543–558. 

• Maddox, B. (2018). ‘Interviewer-Respondent Interaction and Rapport in PIAAC: The OECD Survey of Adult Skills’, Quality Assurance in Education. Special Issue on International Large-Scale Assessments. Vol. 26 Issue: 2, pp.182-195.
• Maddox, B. (2017). ‘Talk and Gesture as Process Data.  Measurement: Interdisciplinary Research and Perspectives. 15:3-4, 113-127.  
• Maddox, B., Zumbo, B.D., Tay-Lim, B. S-H., & Qu, D. (2015). ‘An Anthropologist among the Psychometricians: Assessment Events, Ethnography and DIF in the Mongolian Gobi’. International Journal of Testing. 14 (2)291-309.

• Maddox, B. (2015). ‘The Neglected Situation: Assessment Performance and Interaction in Context’. Assessment in Education: Principles, Policy and Practice. 22 (4) 427-443.  

• Esposito, L. Kebede, B. and Maddox, B. (2015). ‘The Value of Literacy Practices’. COMPARE, 45 (3). 363-380.  

• Maddox, B. (2014) ‘Globalising Assessment: An Ethnography of Literacy Assessment, Camels and Fast Food in the Mongolian Gobi’. Comparative Education. 50. 474-489.

• Maddox, B. and Esposito, L. (2013). ‘Literacy Inequalities, Mediation and the Public Good: A Case Study of Physical Proximity and Social Distance in Nepal’. British Journal of the Sociology of Education. Volume 34 (2). 243-261.  

• Esposito, L. Kebede, B. and Maddox, B. (2011). ‘Literacy Practices and Schooling: A Case Study from Mozambique’. World Development. 39 (10). 532-541.

• Maddox, B. and Esposito, L. (2011). ‘Sufficiency Re-examined: A Capabilities Perspective on the assessment of Functional Adult Literacy’ Journal of Development Studies. 47 (9). 1315-1331.

Selected Book Chapters

• Andrade, A., Maddox, B., Edwards, D. Chopade, P. & Khan, S. (2019) ‘Multimodal Interaction Analysis for the Assessment of Problem-Solving Skills in a Collaborative Online Game’. In B. Eagan., M. Misfeldt., A. Siebert-Evenstone (Eds.) Advances in Quantitative Ethnography First International Conference, Madison, USA. Springer.  pp281-290. 

• Gorur, R., Sorensen, E., & Maddox, B. ‘Standardizing the Context, and Contextualizing the Standard: Translating PISA into PISA-D.  Chapter 14 in M. Prutsch (ed) Science, Numbers and Politics. Palgrave Macmillan, Cham.  pp 301-330.

• Maddox, B., Keslair, F. and Javrh, P. (2018). ‘Investigating Testing Situations’. Chapter 9 in B. Maddox (Ed.) International Large-Scale Assessments in Education. Bloomsbury. pp 138-157.

• Maddox, B. (2018). ‘Can ethnographic and cultural anthropological methodologies enhance our understanding of learning at the bottom of the pyramid?’ Chapter 7 in D. Wagner (Ed). Learning at the Bottom of the Pyramid. UNESCO, IIEP. pp 141-153.

• Maddox, B. and Zumbo B.D. (2017) ‘Observing Testing Situations: Validation as Jazz’. In B.D. Zumbo and A.M. Hubley (Eds.), Understanding and Investigating Response Processes in Validation Research. Springer Press. pp 179-192.

• Maddox, B. (2015).  ‘Inside the Assessment Machine: The Life and Times of a Test Item’. M. Hamilton, B. Maddox and C. Addey (Eds.). Literacy as Numbers. Cambridge University Press, pp 129-146.