Matthew Carroll

Matthew Carroll

Matthew Carroll

My research focuses on statistical analysis of assessment data, and development and evaluation of novel computational methods. Since joining Cambridge University Press and Assessment in 2017, I have worked on diverse areas including detection of copying, uses of automated text analysis, comparing national and international test results, understanding demographic profiles of students taking vocational qualifications, the effects of tiering on grade distributions, and uses of longitudinal datasets. I also work closely with Cambridge CEM on a range of research projects relating to their tests.

My background is in analysis of large datasets and statistical modelling, having previously worked in the field of conservation ecology. I studied Natural Sciences at Cambridge, then studied for an MRes and PhD at the University of York. After this, I worked as a research scientist, studying the impacts of climate change on animal populations. I have also worked in a science education centre, giving public talks and running practical science classes with school groups.

Publications

2023

Teacher-student interactions in emergency remote teaching contexts: Navigating uncharted waters?
Constantinou, F., & Carroll, M. (2023). Teacher-student interactions in emergency remote teaching contexts: Navigating uncharted waters? Learning, Culture and Social Interaction, 43.
Sex gaps in education in England
Carroll, M. (2023). Sex gaps in education in England. Cambridge University Press & Assessment.
Teachers’ experiences of teaching during the Covid-19 pandemic
Carroll, M. & Constantinou, F. (2023). Teachers’ experiences of teaching during the Covid-19 pandemic. Cambridge University Press & Assessment.
Progression from GCSE to A level, 2018 - 2020 - Data
Carroll, M. & Gill, T. (2023). Progression from GCSE to A level, 2018 - 2020. Statistics Report Series No. 129 - Data
Progression from GCSE to A level, 2018 - 2020
Carroll, M. & Gill, T. (2023). Progression from GCSE to A level, 2018 - 2020. Statistics Report Series No. 129

2022

Learning loss in the Covid-19 pandemic: teachers’ views on the nature and extent of loss

Carroll, M., & Constantinou, F. (2022). Learning loss in the Covid-19 pandemic: teachers’ views on the nature and extent of loss. Research Matters: A Cambridge University Press & Assessment publication, 34, 6–25.

The Covid-19 pandemic caused unprecedented disruption to education around the world. As education systems gradually return to normal, there is a push to understand effects of the disruption. A major impact on students is “learning loss”, in which attainment and progress may have fallen behind expected levels. Various efforts have been made to quantify learning loss, but to better understand it, further work, combining quantitative and qualitative approaches, is required.

Here, we sought to record teachers’ views on how far behind (or ahead) their students were compared to a “typical” year, and to gather their opinions about what had been lost (or gained). To do this, we surveyed teachers in schools that work with Cambridge CEM. We received over 400 responses, spread across 38 countries and 198 schools, thus giving a broad sample of experiences.

A majority of respondents felt their students were behind expectations. 1–2 months behind was the most common estimate, but some respondents made much larger estimates of loss, while a sizeable minority thought that their students were on track or even ahead of expectations. Descriptions of the areas of loss indicated that fundamental literacy and numeracy skills had been affected, as had practical skills and general study skills. Responses also described variable impacts, both within and between groups of students. Effects of Covid-related disruption on education are ongoing and may be felt for some time still to come. By exploring the nature and extent of learning loss in students, it is hoped that it will be possible to better understand, and hopefully mitigate, these longer-term impacts.

Research Matters 34: Autumn 2022
  • Foreword Tim Oates
  • Editorial Tom Bramley
  • Learning loss in the Covid-19 pandemic: teachers’ views on the nature and extent of loss Matthew Carroll, Filio Constantinou
  • Which assessment is harder? Some limits of statistical linking Tom Benton, Joanna Williamson
  • Progress in the first year at school Chris Jellis
  • What are "recovery curricula" and what do they include? A literature review Martin Johnson
  • What's in a name? Are surnames derived from trades and occupations associated with lower GCSE scores? Joanna Williamson, Tom Bramley
  • Research News Lisa Bowett
Online teaching during the Covid-19 pandemic: an exploration of the nature and quality of teacher-student communication.
Constantinou, F., & Carroll, M. (2022, September 6-8). Online teaching during the Covid-19 pandemic: an exploration of the nature and quality of teacher-student communication. Annual conference of the British Educational Research Association (BERA), Liverpool, UK.

2021

Does removing tiering from high-stakes examinations reduce the size of attainment gaps?
Carroll, M. (2021, November 3-5). Does removing tiering from high-stakes examinations reduce the size of attainment gaps? Annual conference of the Association for Educational Assessment – Europe (AEA-Europe), Dublin, Republic of Ireland (online).
Learning during lockdown: How socially interactive were secondary school students in England?

Williamson, J., Suto, I., Little, J., Jellis, C., & Carroll, M. (2021) Learning during lockdown: How socially interactive were secondary school students in England? Research Matters: A Cambridge University Press & Assessment publication, 32, 22-44.

For countless students, national lockdowns in 2020 and 2021 caused serious upheaval in their education. Across England, decisions to close schools engendered much anxiety, as did Government expectations that most students continued their schooling from home. In addition to lost opportunities for learning and even loss of learning, students’ wellbeing was a significant concern for parents, teachers, and other stakeholders.

Students’ social interactions with their teachers, each other, family and friends are critical to both pedagogy and wellbeing. We report on a survey of over 600 secondary school students’ perceptions of the extent and nature of such interactions during England’s national lockdown in early 2021. We found that the activity types that occurred both within and outside of lockdown schooling changed markedly compared with during pre-pandemic schooling. Students reported spending less time interacting with their teachers and peers though whole class work, small group work, and pair work, and more time working independently. Over half of the students surveyed perceived working independently to be helpful or really helpful, apparently valuing the autonomy they had gained. Patterns of activity types for students who learned mostly or entirely at home were strikingly like those of students who continued to attend school during lockdown; the nature of face-to-face schooling appeared to have changed temporarily in the direction of remote schooling.

Research Matters 32: Autumn 2021
  • Foreword Tim Oates
  • Editorial Tom Bramley
  • Learning during lockdown: How socially interactive were secondary school students in England? Joanna Williamson, Irenka Suto, John Little, Chris Jellis, Matthew Carroll
  • How well do we understand wellbeing? Teachers’ experiences in an extraordinary educational era Chris Jellis, Joanna Williamson, Irenka Suto
  • What do we mean by question paper error? An analysis of criteria and working definitions Nicky Rushton, Sylvia Vitello, Irenka Suto
  • Item response theory, computer adaptive testing and the risk of self-deception Tom Benton
  • Research News Anouk Peigne

2019

The use of longitudinal survey data in education research
Carroll, M. (2019). The use of longitudinal data survey in education research. Presented at the annual conference of the British Educational Research Association, University of Manchester, Manchester, UK, 10-12 September 2019. The slides and commentary can be viewed here.

2018

Uptake of GCSE subjects 2017
Carroll, M. and Gill, T. (2018). Statistics Report Series No. 120
Uptake of GCSE subjects 2017
Carroll, M. and Gill, T. (2018). Statistics Report Series No. 120
The link between subject choices and achievement at GCSE and performance in PISA 2015: Executive summary
Carroll, M. and Benton, T. (2018). Cambridge Assessment Research Report. Cambridge, UK: Cambridge Assessment.
The link between subject choices and achievement at GCSE and performance in PISA 2015
Carroll, M. and Benton, T. (2018). Cambridge Assessment Research Report. Cambridge, UK: Cambridge Assessment.
Vocational, technical and applied qualifications within upper secondary education in England
Williamson, J. and Carroll, M. (2018). Vocational, technical and applied qualifications within upper secondary education in England: Who takes them, how do they fit within students' programmes of study, and where do students progress to next? Presented at the 19th annual AEA-Europe conference, Arnhem/Nijmegen, The Netherlands, 7-10 November 2018.
News articles as data: analysing the portrayal of exams in the UK print media
Carroll, M. (2018). News articles as data: analysing the portrayal of exams in the UK print media. Presented at the 44th conference of the International Association for Educational Assessment, Oxford, UK, 9-14 September 2018. The slides and commentary can be viewed here.
Changes in media coverage of GCSEs from 1988 to 2017
Carroll, M. (2018). Cambridge Assessment Research Report.  Cambridge, UK: Cambridge Assessment.
Examining the use of technical qualifications within Key Stage 5 programmes of study

Williamson, J. and Carroll, M. (2018). Examining the use of technical qualifications within Key Stage 5 programmes of study. Presented at the 5th International Conference on Employer Engagement in Education and Training, London, UK, 5-6 July 2018.

The conference proceedings can be viewed here.

2017

Uptake of GCE A level subject 2016
Carroll, M. and Gill, T. (2017). Statistics Report Series No. 116
Uptake of GCE A level subject 2016 - Data
Carroll, M. and Gill, T. (2017). Statistics Report Series No. 116 - Data

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