Cookies

We use cookies to ensure that we give you the best experience on our website. You can change your cookie settings at any time. Otherwise, we'll assume you're OK to continue.

Smart Centre

Professor Jim Ridgway

Professor in the School of Education Durham

Special Professor, School of Education, University of Nottingham
Member of the Directorate of the Mathematics Assessment Resource Service
Telephone: +44 (0) 191 33 48393
Contact : jim.ridgway@durham.ac.uk

Download brief cv (2013)

Please choose from :


Academic And Professional Qualifications

1977 University of Lancaster: Ph.D

1972-1973 University of Stirling: MSc in Mathamatical Psychology

1966-1969 University of Sheffield: B.Sc. with Special Honours in Psychology

1990 Chartered Psychologist

1979 Associate of the British Psychological Society

Back to top

Current Research Programmes And Activities

Assessment

Computer-based Assessment

Development of World Class Tests: (1999-2006): Funding from the Qualifications and Curriculum Agency (jointly with the University of Nottingham) supports work to develop innovative tests of problem solving in mathematics, science and technology designed to identify high attaining 9- and 13- year old pupils, as part of the DfEE Excellence in Cities programme. A good deal of the assessment is computer based, and addresses ‘new literacies’. The research explores the development of new forms of higher-order thinking.

Curriculum Materials have been developed for use in representative (not specialist) classrooms. Topics were chosen which were done badly by students on World Class Tests

QCA - World Class Arena

Richardson, M., Baird, J-A., Ridgway, J., Ripley, M., Shorrocks-Taylor, D., and Swan, M. (2002). Challenging minds? Students’ perceptions of computer-based World Class Tests of problem solving. Computers in Human Behavior, 18(6), 633-649

Ridgway; J & McCusker, S. (2003) Using computers to assess new educational goals - Assessment in Education: Principles, Policy and Practice November , vol. 10, no. 3, pp. 309-328(20)

Ridgway; J, McCusker, S. & Pead, D. (2004) Literature Review of E-assessment.NESTA Futurelab: Bristol

Mathematics Assessment Resource Service: (1992-2006): Funding from the National Science Foundation (jointly with Michigan State University, Berkeley, Harvard, and the University of Nottingham) supports MARS. MARS offers advice on all aspects of assessment in mathematics, and provides consultancy services in professional development, and test design for a range of purposes, including systemic evaluation.

http://www.nottingham.ac.uk/education/MARS/

Materials produced by MARS (1998). Balanced Assessment for the Mathematics Curriculum:

Elementary Assessment (2 volumes);

Middle School Assessment (2 volumes);

High School Assessment (2 volumes);

Advanced High School Assessment (2 volumes). Dale Seymore: White Plains, NY.

World Class Tests: paper test and computer test at ages 9 and 13: March 02; April 02; July 02; November 02; March 03. Tests have been given to 10,000 students in 16 countries.

CTB-McGraw Hill publish MARS tests for students aged 8 to 16 years.

Ridgway, J. (1988). Assessing Mathematical Attainment. NFER-Nelson: Slough. pp.190.

Ridgway, J. (1987). A Review of Mathematics Tests. NFER-Nelson: Slough. pp.198.

Ridgway, J., and Passey, D. (1993). An International View of Mathematics Assessment - through a glass, darkly. In M. Niss (ed.). Investigations into Assessment in Mathematics Education. Kluwer: London. pp. 55-72.

Burkhardt, H., Crust, R., Ridgway, J., Swan, M., and Bell, A. (2000). Balanced Assessment in Mathematics: A reference guide. Shell Centre for Mathematical Education Publications: Kegworth.

Back to top

Technology In Education

Centre for the Study of Advanced Learning Technology (CSALT)

I was Director of CSALT (1994-97) - a collaboration of some 35 academics in the Departments of Education, Computer Science, Management, and Psychology at the University of Lancaster. CSALT organises a regular seminar series, occasional workshops, and promotes research across departments.

Supporting Technology Across the Curriculum (STAC): (1988-99: Funded by the Training Agency, consultancies and minor grants)

This project aimed to accelerate the use of IT in schools, and to promote cross-curricular learning. We set out to identify key factors in the range of current and projected support mechanisms in LEAs and schools - most notably levers for change, and barriers to success. Resource materials and procedures have been developed in order to promote appropriate forms of innovation, via extensive experimentation and in-situ observation. These resources share the common characteristics of providing detailed feedback to different agents (teachers, departments, co-ordinators, whole schools, advisory teachers, advisers) about success and failure in different domains (classroom practice, pupil attainment, policy coherence, INSET provision) and offer supportive documentation and guidance.

Passey, D., Ridgway, J. Flint, B., and Holt, D. (1997). Improve Your Use of IT in Teaching: A Focus on Learning. Folens Educational: London. pp. 120.

Passey, D., and Ridgway, J. (1992). Co-ordinating National Curriculum Information Technology: Strategies for Whole School Development. Framework Press: Lancaster. pp. 130.

Passey, D., and Ridgway, J. (1992). Effective In-Service Education for Teachers in Information Technology: A Set of Case Studies and Notes for their Use. Northern Micromedia: Newcastle. pp. 46.

Passey, D., and Ridgway, J. (1992). Effective In-Service Education for Teachers in Information Technology: A Resource for INSET Providers. Northern Micromedia: Newcastle. pp. 50.

Ridgway, J., and Passey, D. (1991). Effective In-Service Education for Teachers in Information Technology: A School's Guide. National Council for Educational Technology: Coventry. pp. 8.

Passey, D., and Ridgway, J. (1991). Building on Success: Evaluation and Self-Evaluation for Advisory Teachers. National Council for Educational Technology: Coventry. pp. 26. Field Report commissioned by NCET.

Ridgway, J., and Shone, M. (1990). The Roles and Deployment of Advisory Teachers with special reference to Information Technology. National Council for Educational Technology: Coventry. pp. 33. Field Report commissioned by NCET.

Back to top

Promoting, Modelling, and Evaluating Change

Modelling Change:

(NISE Visiting Fellowship (1997), University of Wisconsin -Madison).

Change is a central concern in a variety of fields. Unfortunately, education often borrows weak models of change from the Management literature. What is lacking is a view across academic disciplines of the array of methods for conceptualising, describing, and dealing with change. Creating an overview was the central task during a sabbatical year. The core elements which emerged were:

  • attention to strong critiques of the whole notion of understanding social phenomena;t;br />
  • use of tools for analysis and representation from disciplines outside the social sciences;
  • the need for a mixture of hard systems and soft systems approaches;
  • analyses of the knowledge base required to implement change;
  • analyses of research strategies used in fast-developing fields.

Promoting Change:

Tools for Change: ($2,293,349 July 2002 to December 2005 USA National Science Foundation, funded at Michigan State, Berkeley, Nottingham and Durham). This project is creating a website of tools to support innovators. We are assembling existing tools, and are working with change agents to develop new tools which address problems commonly encountered.

Ridgway, J., Zawojewski, Z., Hoover, M., and Lambdin, D. (2003). Student Attainment in the Connected Mathematics Curriculum. In S. Senk and D. Thompson (eds.). Standards-based School Mathematics Curricula. LEA: New Jersey, pp. 193-224.

Ridgway, J. (2001). Tools For Change - Building The Knowledge Base For Macro-Systemic Change. In Taylor, H., and Hogenbirk, P. Information and Communication Technologies in Education: The School of the Future. Kluwer.

Ridgway, J., Zawojewski, J., and Hoover, M. (2000). Problematising Evidence Based Policy and Practice. Evaluation and Research in Education, 14(3,4), 181-192.

Ridgway, J. (1998). The Modelling of Systems and Macro-Systemic Change - Lessons for Evaluation from Epidemiology and Ecology. National Institute for Science Education Monograph 8. University of Wisconsin-Madison.

Ridgway, J. (1998). From Barrier to Lever: Revising Roles for Assessment in Mathematics Education. National Institute for Science Education Brief. pp. 8.

Ridgway, J. (1997). Systemic Evaluation of Systemic Reform. Invited paper for the National Institute for Science Education conference on Evaluating Systemic Reform, Madison, Wisconsin.

Ridgway, J. (1996). The Research Needed to Promote Science and Technology. British Psychological Society submission to the Parliamentary Education Committee Inquiry into Science and Technology in Schools. Science and Technology in Schools, Appendix C. HMSO: London, pp.117-119.

Ridgway, J. and Burkhardt, H. (1995). System Alignment and System Change. Invited paper for the National Institute of Science Education Evaluation Strategies Working Group held in Wisconsin, 1996.

Ridgway, J. (1994). Evaluating Systemic Reform - The Role of the Department of Education in Quality Assurance as well as in Quality Assessment. Invited paper submitted to the United States Department of Education.

Back to top

Cognitive Psychology and Educational Practice

Psychology has a great deal to contribute to (and learn from) education. The thrust of my research here is to use models from cognitive psychology to inform professional practice, and to use professional practice to inform cognitive psychology. The curriculum materials described in the next section made extensive use of cognitive models.

Capturing Expertise in Task Design for Instruction and Assessment: (1995-1999: Funded by ESRC) I was Principal Investigator on a collaborative project between the psychology department and the Centre for Research in Language Education at Lancaster. We explored expert-novice differences, in order to develop Task Design Guides, and to enrich existing cognitive theory.

Samuda, V., Johnson, K., and Ridgway, J. (2000). Designing Language Learning Tasks: A Guide. Working Papers on Task Design. Department of Linguistics and Modern English Language, University of Lancaster, UK.

Ormerod, T. C., & Ridgway, J. (1999). Developing task design guides through studies of expertise. In S. Bagnara (Ed.), 3rd European Conference on Cognitive Science, ECCS '99, Siena: Consiglio Nazionale Delle Richerche. pp. 401-410.

Ormerod, T.C., Fritz, C.O. & Ridgway, J. (1999) From deep to superficial categorisation with increasing expertise. Proc. 21st conference of the Cognitive Science Society, Vancouver, August. pp.502-506.

Ridgway, J., and Saul, S. (2000). Learning and Metamemory Failures Despite Extensive Experience. Educational Psychology, 20 (4), 499-504.

Ridgway, J. (1997). Why Measure Development? In L. Smith, J. Dockrell, and P. Tomlinson (eds.). Piaget, Vygotsky, and Beyond. Routledge: London.

Back to top

Curriculum Materials

I have engaged in a good deal of curriculum development. This has involved extensive work in classrooms, development of classroom observation schedules, and work with teacher groups.

Contribution to:Finding Patterns and Relationships (2005); Using Representations (2005); Making Sense of Evidence (2005); Optimisation(2005); Proving (2005); Finding Relationships in Data (2005). Granada Learning: Manchester. each 80pp plus CD

Swan, M., and Ridgway, J. (2001). Assessing Mathematical Thinking: Field-tested Learning Assessment Guide. National Institute for Science Education, University of Wisconsin-Madison.

http://www.wcer.wisc.edu/nise/cl1/flag/

STAC (1990). Mapping of IT: A View Across The Curriculum. Four wall charts which collate all references to IT in programs of study in the National Curriculum, at each key stage.

Contribution to: Design a Board Game (1987); Plan a Trip (1988): Be a Paper Engineer (1989). Shell Center/JMB, Longmans: York. pp. 96.

Contribution to The Language of Functions and Graphs (1986). Shell Center/JMB: Manchester. pp. 300, videotape, disk.

Principal contributor to Problems with Patterns and Numbers (1984). Shell Center/JMB: Manchester. pp. 200, videotape, disk.

Contribution to Micros in the Mathematics Classroom: 14 Teaching Units. ITMA Collaboration (1982), Longmans: York. pp. 83, disk.

Back to top

Psychometrics

MARS has a contract with CTB, a major US test publisher, to produce new, ‘authentic’ mathematics tests every year for grades 3 to 10, along with feedback that is useful to users. A major concern in all ‘high-stakes’ testing is the paradox that if tests stay the same from year to year, teachers memorise items and test performance improves year by year, spuriously; if new tests are used every year, there are major problems of standardization. I have invented the ‘Fat Anchor’ which resolves this paradox, and will be used in large scale tests in 2002.

Ridgway, J. (2000). The Fat Anchor plus Powerful Feedback – New Approaches to Montoring and Raising Standards. International Conference on Mathematics Education, Tokyo, August.

Programme Evaluation

Ridgway, J, Zawojewski, J., Hoover, M., and Lambdin, D. (2001). Student Attainment in the Connected Mathematics Curriculum. In S. Senk and D. Thompson (eds.). Standards Oriented School Mathematics Curricula: What Does the Research Say about Student Outcomes? Lawrence Erlbaum Associates.

Ridgway, J., Crust, R., Burkhardt, H., Wilcox, S., Fisher, L., and Foster, D. (2000). MARS Report on the 2000 Tests. Mathematics Assessment Collaborative, San Jose, CA. pp 120.

Caroll, C., Ridgway, J., Pead, D., Crust, R., and McCusker, S. (2001). MARS/Renaissance Student Performance Assessment: 2001 tests. Renaissance Project, Ventura, CA. pp 67.

Dunn, S., and Ridgway, J. (1994). What CATE did - An Exploration of the Effects of the CATE Criteria on Students’ use of IT During Teaching Practice. Journal of Information Technology for Teacher Education, 3 (1), 39-50.

Dunn, S., and Ridgway, J. (1991). Computer Use During Primary School Teaching Practice: A Survey. Journal of Computer Assisted Learning, 7, 7-17

Dunn, S., and Ridgway, J. (1991). Naked into the World: IT experiences on a final primary school teaching practice-a second survey. Journal of Computer Assisted Learning, 7, 229-240.

Back to top

Inservice Education

Ridgway, J. (1997). Vygotsky, Informatics Capability, and Professional Development. In D. Passey and B. Samways (eds.). Information Technology: Supporting Change Through Teacher Education. Chapman Hall: London. pp. 3-19.

Ridgway, J., and Passey, D. (1993). Teacher Informatics Capability: the key to changes in learning. In D.C. Johnson and B. Samways (eds.). Informatics and Changes in Learning.Elsevier Science Publishers: Amsterdam.

Ridgway, J., and Passey, D. (1992). Developing Skills in Technology: the theoretical bases for teaching. In D. Blandow and M. Dyrenfurth (eds.). Technological Literacy, Competence and Innovation in Human Resource Development. pp. 367-372.

Passey, D., Ridgway, J. Flint, B., and Holt, D. (1997). Improve Your Use of IT in Teaching: A Focus on Learning. Folens Educational: London. pp. 120.

Passey, D., and Ridgway, J. (1992). Effective In-Service Education for Teachers in Information Technology: A Set of Case Studies and Notes for their Use. Northern Micromedia: Newcastle. pp. 46.

Passey, D., and Ridgway, J. (1992). Effective In-Service Education for Teachers in Information Technology: A Resource for INSET Providers. Northern Micromedia: Newcastle. pp. 50.

Ridgway, J., and Passey, D. (1991). Effective In-Service Education for Teachers in Information Technology: A School's Guide. National Council for Educational Technology: Coventry. pp. 8.

Passey, D., and Ridgway, J. (1991). Building on Success: Evaluation and Self-Evaluation for Advisory Teachers. National Council for Educational Technology: Coventry. pp. 26. Field Report commissioned by NCET.

Ridgway, J., and Shone, M. (1990). The Roles and Deployment of Advisory Teachers with special reference to Information Technology. National Council for Educational Technology: Coventry. pp. 33. Field Report commissioned by NCET.

Back to top

School Development

Passey, D., and Ridgway, J. (1992). Co-ordinating National Curriculum Information Technology: Strategies for Whole School Development. Framework Press: Lancaster. pp. 130.

Advisory Services

Passey, D., and Ridgway, J. (1991). Building on Success: Evaluation and Self-Evaluation for Advisory Teachers. National Council for Educational Technology: Coventry. pp. 26. Field Report commissioned by NCET.

Ridgway, J., and Shone, M. (1990). The Roles and Deployment of Advisory Teachers with special reference to Information Technology. National Council for Educational Technology: Coventry. pp. 33. Field Report commissioned by NCET.

Back to top

Tertiary Teaching

Ridgway, J., Swan, M., and Burkhardt, H. (2001). Assessing Mathematical Thinking Via FLAG. In: D. Holton and M. Niss (eds.): Teaching and Learning Mathematics at University Level - An ICMI Study. Dordrecht: Kluwer Academic Publishers. pp. 423-430.

Swan, M., and Ridgway, J. (2001). Assessing Mathematical Thinking: Field-tested Learning Assessment Guide. National Institute for Science Education, University of Wisconsin-Madison.

http://www.wcer.wisc.edu/nise/cl1/flag

Ridgway, J (1998). Reflections on Some Teaching Episodes... The Psychologist, 11(8), 385-388.

Back to top

Applications of Artificial Intelligence

Ridgway, J. (1988). Of Course ICAI is Impossible; Worse though it may be Seditious. In J. Self (ed.). Intelligent Computer-Aided Instruction. Chapman and Hall. pp.28-48.

Ridgway, J., and Elsom-Cook, M. (1988). The Relevance of AI to Education. Audio tape prepared for DT 200 - An Introduction to Information Technology. Open University: Milton Keynes.

Back to top

Mathematics at Work

Bessot, A., and Ridgway, J. (eds.) (2000). Education for Mathematics in the Workplace. Kluwer Academic Publishers: Dordrecht.

Ridgway, J., and Passey, D. (1995). When Basic Mathematics Skills Predict Nothing: Implications for Education and Training. Educational Psychology, 15 (1), 35-44.

Back to top

Quality of Life and Disabilities

Rapley, M., and Ridgway, J. (1998). "Quality of Life" Talk and the corporatisation of intellectual disability. Disability & Society, 13, 3, 451-471.

Rapley, M., Ridgway, J. & Beyer, S. (1998) Staff:staff and staff:client reliability of the Schalock & Keith (1993) Quality of Life Questionnaire. Journal of Intellectual Disability Research, 42(1), 37-43.

Back to top

Keynote and Invited Talks

Ridgway, J. (2004). E-Assessment: present tense, future perfect? Keynote talk at the NESTA/Futurelab Industry Day Conference on e-assessment.

Owen, M., and Ridgway, J. (2004). E-Assessment. Invited talk at the BECTA Expert Technology Seminar on e-assessment.

Ridgway, J. (2003). ICT based assessment and evolving educational goals. Invited presentation to ACNTA (The research group of the University of Cambridge examinations board).

Ridgway, J (2003). Technology: what can and can’t it do for assessment? Invited keynote at the National Endowment for Science Technology and the Arts Conference on The Future of Assessment, Bristol, UK.

Ridgway, J. (2003). Tools for Change – Innovation needs excellent engineering. Conference on Evidence-based Policy and Practice, London.

Ridgway, J. (2002). Web-based assessment. Invited talk to 1000 teachers on Hong Kong, organized by the Hong Kong Assessment Authority.

Ridgway, J. (2002). The design of assessment for learning. Chair of a Workshop at the QCA Second International Seminar on the World Class Arena, London.

Ridgway, J. (2002). Tools for planning macro-systemic change.

Ridgway, J. (2000). Assessment and Policy. International Conference on Mathematics Education, Tokyo, August.

Ridgway, J. (2000). From Demonstration to Large Scale Implementation: the challenges of macrosystemic change in ICT. Keynote talk. The International Federation for Information Processing Conference, The Bookmark of the School of the Future. Santiago, Chile. April.

Wilcox, S., and Ridgway, J. (2000). Assessment as an Element in the Change Process. Invited paper for the RAND/NSF Invitational Conference on Large Scale Assessment in Science and Mathematics. Washington, D.C., March.

Ridgway, J. (1999). Research Themes in Assessment. Keynote talk. Kvarkensymposiet I Matematikens Didaktik, Pedagogiska Fakulteten, Åbo Akademi, Vaasa, Finland. February.

Ridgway, J., Zawojewski, J., and Hoover, M. (1999). Problematising Evidence Based Policy and Practice. Keynote talk at the Second International Conference on Evidence-based Policies and Indicator Systems, University of Durham, 11-14 July 1999.

Ridgway, J. (1997). Educating with Computer Support: Systemic Issues. Invited talk, Working Conference on the Evaluation of Education, Outreach and Training Programs. (EOT is a component of the $70m p.a. NPACI computer science research initiative). LEAD Center, University of Madison-Wisconsin.

Ridgway, J. (1997). Systemic Evaluation of Systemic Reform. Invited paper for the National Institute for Science Education conference on Evaluating Systemic Reform, Madison, Wisconsin.

Ridgway, J. (1996). Over the Fence and Over the Pond. A Look at Mathematics Assessment in the USA - what, how, and so what? Invited paper for the Annual Conference on Language Testing, University of Lancaster.

Ridgway, J. and Burkhardt, H. (1995). System Alignment and System Change. Invited paper for the National Institute of Science Education Evaluation Strategies Working Group held in Wisconsin, 1996.

Burkhardt, H. and Ridgway, J. (1995). Student Outcomes in Evaluating System Change. Invited paper for the National Institute of Science Education Evaluation Strategies Working Group held in Wisconsin, 1996.

Ridgway, J., and Schoenfeld, A. H. (1994). Balanced Assessment: Designing Assessment Schemes to Promote Desirable Change in Mathematics Education. Keynote paper for the EARLI Email Conference on Assessment.

Ridgway, J. (1993). Ways to Support Curriculum Reform. Opening Address at the Mathematics Education Lecturers Association, Brisbane, Queensland. pp 18.

Ridgway, J., and Passey, D. (1992). UK Initiatives for Supporting Computer Use Across the Curriculum. Invited paper presented at the National Educational Computing Conference, Dallas, USA.

Ridgway, J., and Passey, D. (1992). Supporting Technology Across the Curriculum. Invited paper presented at the First Conference for Teachers of Mathematics Education, Granavolden, Norway.

Ridgway, J. (1992). Assessing Mathematical Attainment. Invited paper presented at the First Conference for Teachers of Mathematics Education, Granavolden, Norway.

Ridgway, J. (1992). Research Methods? Invited paper presented at the First Conference for Teachers of Mathematics Education, Granavolden, Norway.

Ridgway, J. (1992). Assessment in Mathematical Education - Sociological and Psychological Perspectives. Invited paper presented at the International Conference on Mathematical Education, Quebec, Canada.

Ridgway, J., and Passey, D. (1991). An International View of Mathematics Assessment. Invited Plenary Talk at the International Committee on Mathematics Instruction Conference on Assessment in Mathematics Education and its Effects. Cologne, Spain. pp. 15.

Back to top

Services to the Academic Community

European Association for Research on Learning and Instruction: Member of the Executive Committee 2003-05 Joint Co-ordinator of the Assessment SIG 2003-05

Membership of the ESRC Research Priorities Board (1997-2001): This Board comprises 6 academics and 6 representatives of user communities. It shapes ESRC policy on research priorities across all the social sciences, and allocates £25m of research money each year.

Membership of the Steering Committee of the ESRC Teaching and Learning Initiative (1999-2001): This initiative manages £23m of research funding on behalf of HEFCE, focussed on improving the quality of education in the UK.

Membership of the Steering Committee for the ESRC Learning Society Programme (1999-2001): This programme funded a number of research projects around a common theme.

British Psychological Society: Membership and Qualifications Board (1990-92): This is one of two powerful Boards within the BPS. It monitors the acceptability of University degree courses as preparation for full membership of the Society amongst other things.

British Psychological Society: Mathematical and Statistical Section (1982-86): committee member.

British Journal of Mathematical and Statistical Psychology: past Associate Editor.

British Journal of Educational Psychology: past Associate Editor.

International Conference on Mathematics Education (held every 4 years):

Joint organiser and chairman of the theme group on Innovation in 1988 in Hungary, Quebec in 1992.

Joint co-ordinator of the Theme Group on Mathematics at Work, Seville, 1996.

Back to top

Professor Ridgway