Bryan Maddox

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Norwegian version of this page
Email bryan.maddox@cemo.uio.no
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Visiting address Gaustadalleen 21 Hus C plan 1 0349 Oslo
Postal address Postboks 1161 Blindern 0318 Oslo

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

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. 

 

Published Sep. 3, 2020 11:26 AM - Last modified Sep. 14, 2020 11:26 AM