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This case study details the impact of a pioneering theoretical approach to English language testing. Recognised as the most influential test validation theory in modern assessment, the socio-cognitive framework, conceived by Weir and O'Sullivan, and operationalized and developed further by O'Sullivan at the University of Roehampton, focuses on three key elements: the test taker (social), the test system (cognitive), and the scoring system (evaluative). This framework is applied to give a meaningful measure of a candidate's performance, appropriate to the underlying traits or abilities being assessed. This research has had a significant impact in two distinct phases: 1) through a series of commissioned projects since 2008, the research has had a significant impact on testing bodies, organisations and test takers internationally, and 2) it has underpinned the development of innovative new business products by a leading international educational and cultural organisation since 2012.
Meaningful and useable definitions of language proficiency levels are essential for effective English curriculum design, language learning, teaching, and assessment. Since 2008 the socio-cognitive framework developed by the Centre for Research in English Language Learning and Assessment (CRELLA) has had a major impact on international test providers, enabling them to clarify the proficiency levels underpinning their English language tests, particularly the criterial features distinguishing one proficiency level from another. It has enabled them to develop more valid, dependable and fair measurement tools and to increase numbers of candidates taking their tests. For millions of successful candidates these enhanced English tests improve job prospects, increase transnational mobility and open doors to educational and training opportunities. Accurate proficiency tests lead to better informed and more equitable decision-making processes in society.
The Movement ABC-2 Test is internationally recognised as `the gold standard' for identifying children with motor difficulties. Prof Anna Barnett's revision and development has provided health and education professionals with a reliable assessment tool, improving the support for children and their families. This test is recommended in the latest European guidelines on Developmental Coordination Disorder (DCD) — a condition recognised as having a major impact on the lives of children — and has also been translated into several languages for global use. The parallel development of specific tests for handwriting (DASH and DASH17+) for children and adults has provided clinicians and teachers with the tools to help support students with their class work and written examinations.
Academic English language skills are essential if overseas students are to perform effectively in university/college contexts and to engage in study with relative independence and adequate comprehension. The Centre for Research in English Language Learning and Assessment (CRELLA) has developed a theoretically sound and practically efficient methodology for the construction and validation of tertiary-level Academic English tests used in the selection of millions of students by universities worldwide. Greater precision in language tests enables academic institutions to target their resources in ways that bring maximum benefit to students, both pre- and post-entry. CRELLA's research into how English is employed in academic contexts has led to significant improvements in test design and practice, and added to the commercial impact of both the existing tests to which they have contributed and the new tests they have created. Over £1.6 million was generated by our development of the Password test alone — see Section 4 below.
An ongoing programme of research has been underway at Edge Hill University since 2006 to examine the antecedents and outcomes of debilitating exam-related anxiety. This research has identified a need for intervention with students at critical stages of their educational career (particularly GCSE with the implications for future life trajectory in terms of access to further education and training). Findings have been used to develop and trial a novel, multimodal, ICT-delivered, intervention.
This research significantly improved the accuracy of antenatal screening for Down's syndrome and the extent to which maternal choices are informed by robust evidence. Tests developed by Professor Nick Wald's team at Queen Mary's Wolfson Institute of Preventive Medicine and validated in the SURUSS (Serum Urine and Ultrasound Screening Study) study were adopted as national UK policy in 2003 and remain an established gold standard worldwide. As a result, most Down's syndrome babies in UK are now born through parental informed choice, and (using age-adjusted figures) approximately 3,000 fewer babies with the syndrome were born between 2008 and 2013. Screening programmes in numerous countries are based on this research.
There are over 3 million dyslexic people in the UK. Without support, disproportionate numbers of dyslexic children end up with low literacy skills, unemployed, and with significantly higher incidence of mental health problems. Low literacy is a major cost both to schools and subsequently.
It is now well established that early identification and intervention is the most effective method of reducing these problems. Sheffield researchers have been pioneers in 'translational dyslexia' — developing theory and turning it into applied action. They were the first in the world to use the science of learning to develop a theory of dyslexia; the first to publish a normed screening test that could be used by teachers for effective early diagnosis; and the first to develop and validate a combined screening and support package that could be used by teachers for early intervention.
These innovations have led to impacts on a range of levels: the screening tests have been used for hundreds of thousands of children in the UK, and translated into eight further languages; and the interventions have been cited as examples of best practice for practitioners in England and Wales, and in India.
The CAT is a unique clinical assessment for people with aphasia, combining assessment of language, cognitive skills and consideration of the wider effects of aphasia on people's lives. On publication, it filled a gap in provision, providing a short but comprehensive assessment based on current theoretical understanding. It is now widely used by Speech and Language Therapists nationally and internationally, directing further assessment and informing diagnosis and treatment and therefore of benefit to people with aphasia. It has become the assessment of choice within clinical trials and projects investigating the relationship between language difficulties and lesion sites.
This case study describes impact resulting from research on assessing the performance of credit scoring models conducted by the Consumer Credit / Retail Banking Research Group of the Mathematics Department at Imperial College. The group's work has influenced both high-level industry strategies for developing scoring models, and also low-level performance measures for which such models are developed, refined and evaluated. We describe examples of companies or bodies that have benefitted from improved credit scoring models, including Prescient Models (a US credit scoring company), Experian and the US Office of the Comptroller of Currency. The group has established a very significant reputation for a wide range of commercially valuable work in this area — to the extent that the group received the major Credit Collections and Risk industry award for Contributions to the Credit Industry in 2012.