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Rachel is a Researcher in the Centre for International Education. She has a range of experience on various international surveys such as the OECD Programme for Student Assessment (PISA), the International Early Learning and Well-Being Study (IELS), as well as the IEA Trends in Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study (PIRLS). As part of her work on these surveys she has been responsible for the translations and cultural adaptation of test items and questionnaires and the marking of constructed response items. She was a co-author for the TIMSS 2015 and PIRLS 2016 National reports for Northern Ireland. Recently, Rachel worked with UNESCO to scope out Rwanda’s readiness for e-assessment.
Rachel has worked with the Centre of Assessment on a variety of test development projects. She has been a team member on the development of the NFER Key Stage 2 optional tests for reading, involving item writing and analysis. She has been involved with the development of literacy texts and items for the Australian Curriculum, Assessment and Reporting Authority (ACARA) and the development of the National Curriculum reading tests for use at the end of Key Stage 1.
Rachel has a 1st class Bsc (Hons) in Social Psychology from the University of Loughborough. During her degree she gained a wide range of both quantitative and qualitative research experience. She was also involved in many volunteer projects such as the Right to Read scheme, which encouraged daily reading for primary school children. Prior to NFER she worked as a teaching assistant in a mainstream school, with a focus on speech and language therapy for children with special educational needs; adapting and delivering materials to make them more accessible to children with communication difficulties.