Santi Lestari

• Foreword Tim Oates
• Editorial Victoria Crisp
• The impact of taking Core Maths on students' higher education outcomesTim Gill
• Is one comparative judgement exercise for one exam paper sufficient to set qualification-level grade boundaries?Tom Benton
• Accessibility of GCSE science questions that ask students to create and augment visuals: Evidence from question omit ratesSanti Lestari
• How do candidates annotate items in paper-based maths and science exams?Joanna Williamson
• Learners’ annotations and written markings when taking a digital multiple-choice test: What support is needed?Victoria Crisp, Sylvia Vitello, Abdullah Ali Khan, Heather Mahy and Sarah Hughes
• Research NewsLisa Bowett

Lestari, S. (2025). Accessibility of GCSE science questions that ask students to create and augment visuals: Evidence from question omit rates Research Matters: A Cambridge University Press & Assessment publication, 39, 39-65. https://doi.org/10.17863/CAM.116169

The ability to draw visual representations such as diagrams and graphs is considered fundamental to science learning. Science exams therefore often include questions which require students to draw a visual representation, or to augment a partially provided one. The design features of such questions (e.g., layout of diagrams, amount of answer space) could, however, influence students' ability to respond to the questions and present potential accessibility issues, which in turn could influence the validity of score inferences. This article reports on a small-scale study examining the accessibility of GCSE science questions involving the creation and augmentation of visuals (e.g., adding an element to a partially provided diagram) by analysing the patterns of question omit rates. Omit rates for questions involving creating or augmenting visuals were compared to those for questions without, and these comparisons were conducted across tiers, subjects, question position, maximum marks and facility values, as well as by gender and attainment group.

Lestari, S. (2024). Does typing or handwriting exam responses make any difference? Evidence from the literature. Research Matters: A Cambridge University Press & Assessment publication, 38, 66-81. https://doi.org/10.17863/CAM.111629

Despite the increasing ubiquity of computer-based tests, many general qualifications examinations remain in a paper-based mode. Insufficient and unequal digital provision across schools is often identified as a major barrier to a full adoption of computer-based exams for general qualifications. One way to overcome this barrier is a gradual adoption, involving a dual running of paper-based and computer-based exams. When an exam is offered in both modes, and results from both are treated as equivalent, the comparability between modes needs to be ascertained. This includes examining whether the mode in which students respond to extended writing questions such as essays, either by handwriting or by typing on the computer, introduces systematic differences. This article presents findings from a review of existing literature on writing mode effects. Specifically, it discusses findings on four comparability aspects: scores, marking, text characteristics and composing processes. It also offers recommendations for practice.

• Foreword Tim Oates
• Editorial Victoria Crisp
• Troubleshooting in emergency education settings: What types of strategies did schools employ during the COVID-19 pandemic and what can they tell us about schools’ adaptability, values and crisis-readiness?Filio Constantinou
• How long should a high stakes test be?Tom Benton
• Core Maths: Who takes it, what do they take it with, and does it improve performance in other subjects?Tim Gill
• Does typing or handwriting exam responses make any difference? Evidence from the literatureSanti Lestari
• Comparing music recordings using Pairwise Comparative Judgement: Exploring the judge experienceLucy Chambers, Emma Walland and Jo Ireland
• Research NewsLisa Bowett

Rushton, N., & Lestari, S. (2023, November 1–4). COVID-19 related changes to upper secondary assessments in six countries: Adaptations and reactions. [Paper presentation]. Annual conference of the Association for Educational Assessment – Europe (AEA-Europe), Malta. https://2023.aea-europe.net/