UGEAN Relevant Publications
MacBride, G. (2021) Taking Curriculum for Wales Forward: Engaging, Planning, Enacting, Learning. (Report to Welsh Government.)
MacBride G. (2020) Learner well-being and assessment: mutual support systems. Cardiff, Welsh Government.
Hughes, S., Makara, K. and Stacey, D. (2020) Learning progression in the humanities: identifying tensions in articulating progression in humanities in Wales. Curriculum Journal, 31(2), pp. 276-289. (doi: 10.1002/curj.28)
Deakin, G., Deluca, C., Evans, G., Hayward, L., Jones, D., Larsen-Evjen, P. K., Leng, D., Fuller, K. M., Gamlem, S. T. M., Morrison-Love, D., Óskarsson, S., Saltvedt, T., Sharpling, E., Singh, S., Smith, K., Spencer, E., Stone, G., Valdera-Gil, F., Valentine, J., Walt, N., Wiseman-Orr, L., and Wyatt-Smith, C. (2020) Learning Progression: Implications for Curriculum and Assessment. Documentation. International Educational Assessment Network.
Deakin, G., Deluca, C., Evans, G., Hayward, L., Jones, D., Larsen-Evjen, P. K., Leng, D., Fuller, K. M., Gamlem, S. T. M., Morrison-Love, D., Óskarsson, S., Saltvedt, T., Sharpling, E., Singh, S., Smith, K., Spencer, E., Stone, G., Valdera-Gil, F., Valentine, J., Walt, N., Wiseman-Orr, L., and Wyatt-Smith, C. (2020) Rethinking Learner Progression for the Future. Discussion Paper. International Educational Assessment Network.
Hayward, L., Barnes, J., Davies, H., Hughes, S., MacBride, G., Makara, K., Morrison-Love, D., Ryder, N., Sharpling, E., Spencer, E., Stacey, D. and Wallis, R. (2020). So Far So Good: Building the Evidence Base to Promote a Successful Future for the Curriculum for Wales. The University of Glasgow with the University Of Wales Trinity Saint David, Glasgow and Swansea.
Marshall, B., Gibbons, S., Hayward, L. & Spencer, E. (2019) Policy, Belief and Practice in the Secondary English Classroom. London, Bloomsbury Academic.
Hayward, L., Jones, D. E., Waters, J., Makara, K., Morrison-Love, D., Spencer, E., Barnes, J., Davies, H., Hughes, S., Jones, C., Nelson, S., Ryder, N., Stacey, D., Wallis, R., Baxter, J., MacBride, G., Bendall, R., Brooks, S., Cooze, A., Davies, L., Denny, H., Donaldson, P., Lewis, I., Lloyd, P., Maitra, S., Morgan, C., Pellew James, S., Samuel-Thomas, S., Sharpling, E., Southern, A., Stewart, S., Valdera-Gil, F., and Wardle, G. (2018) Learning about Progression: research report. University of Glasgow and University of Wales Trinity Saint David, Glasgow and Swansea.
Hayward, L. and Spencer, E. (2018). Assessment for Learning in Carroll, M. and McCulloch, M. (Eds): Understanding Learning and Teaching in Primary Education (2nd edition). London: Sage.
MacBride G & McCulloch, M (2018) Transitions in Carroll M & McCulloch M (Eds) (2018) Understanding Learning and Teaching in Primary Education (2nd edition). London: Sage
Hayward, L. (2018) Notes from a Small Country: Teacher Education, Learning Innovation and Accountability in Scotland in Wyatt-Smith, Claire, Adie, Lenore (Eds.) Innovation and Accountability in Teacher Education, pp 37-50, Singapore, Springer.
Crichton, H., Templeton, B. and Valdera, F. (2017) Face values: the use of sensitive error correction to address adolescents’ ‘face’ issues in the modern languages classroom. Language Learning Journal, 45, pp. 51-65. (doi:10.1080/09571736.2013.876090)
Lee, H.-J., Lee, J., Makara Fuller, K. A. , Fishman, B. J. and Teasley, S. D. (2017) A cross-cultural comparison of college students' learning strategies for academic achievement between South Korea and the USA. Studies in Higher Education, 42(1), pp. 169-183.(doi:10.1080/03075079.2015.1045473)
Wyse, D., Hayward, L. and Pandya, J. (Eds.) (2016)The SAGE Handbook of Curriculum, Pedagogy and Assessment. Volumes One and Two, Sage Publications: London. ISBN 9781446297025
Hayward, L., MacBride, G. and Spencer, E. (2016) Scotland: the intersection of international student assessment and educational policy development. In: Volante, L. (ed.) The Intersection of International Achievement Testing and Education Policy. Routledge, pp. 58-74. ISBN 9781138936515
Spencer, E. and Hayward, L. (2016) More than good intentions: policy and assessment for learning in Scotland. In: Laveault, D. and Allal, L. (eds.) Assessment for Learning: Meeting the Challenge of Implementation. Series: Enabling power of assessment (4). Springer International Publishing, pp. 111-127. ISBN 9783319392097 (doi:10.1007/978-3-319-39211-0_7)
Crichton, H. and Valdera-Gil, F. (2015) Student perceptions of feedback as an aid to reflection. European Journal of Teacher Education, 38(4), pp. 512-524. (doi:10.1080/02619768.2015.1056911)
Hayward, L. (2015) Assessment is learning: the preposition vanishes. Assessment in Education: Principles, Policy and Practice, 22(1), pp. 27-43. (doi:10.1080/0969594X.2014.984656)
Livingston, K., Hayward, L., Hutchinson, C. and Spencer, E. (2015). Exploring teachers’ and pupils’ views about acknowledging learner assessment evidence in the Broad General Education of Curriculum for Excellence for use in qualifications in the Senior Phase. Research Report to Scottish Qualifications Authority. University of Glasgow.
Hayward, L. (2014) Assessment for learning and the journey towards inclusion. In: Florian, L. (ed.) The SAGE Handbook of Special Education [2nd edition]. SAGE: London. ISBN 9781446210536
Hayward, L. (2013) From why to why not? The conundrum of including learners’ perspectives: a response to this special issue. London Review of Education, 11(2), pp. 184-189.(doi:10.1080/14748460.2013.799814)
Hayward, L. and Hutchinson, C. (2013) 'Exactly what do you mean by consistency?' Exploring concepts of consistency and standards in Curriculum for Excellence in Scotland. Assessment in Education: Principles, Policy and Practice, 20(1), pp. 53-68.(doi:10.1080/0969594X.2012.742423)
Hayward, L. (2013) Has anyone really learned anything? In: Wyse, D. (ed.) Creating the Curriculum. Series: Understanding primary education series. Routledge: London. ISBN 9780415687690
Makara, K. A. and Karabenick, S. A. (2013). Characterizing sources of academic help in the age of expanding educational technology: a new conceptual framework. In: Karabenick, S. A. and Puustinen, M. (eds.) Advances in Help-Seeking Research and Applications: The Role of Emerging Technologies. Information Age Publishing: Charlotte, NC, pp. 37-72. ISBN 9781623963347
Spencer, E. (2013). National Assessments: Improving Learning Through National Monitoring in Bryce, T., Gillies, D., Kennedy, A. and Humes, W. Scottish Education (4th Edition). Edinburgh, Edinburgh University Press.
Hayward, L. and Spencer, E. (2013). “Lapse kasmavist ja arengut toetavad ideed, mõtteviisid ja dialog. Šoti kogemus” (Learning and Assessment for Learning - Ideas, Thinking and Dialogue for Growth and Attainment: Scottish Experience) in Väärtuspõhine kool: Eesti ja maailma kogemus (The Values-based School: Practices in Estonia and the World), compiled by Margit Sutrop, edited by Gea Kangilasti, Mari-Liisa Parder and Triin Pisuke-Roos. Centre for Ethics, University of Tartu, 2013.
Hayward, L. (2012) Assessment and learning: The learner's perspective. In: Gardner, J. (ed.) Assessment and Learning. 2nd Edition. SAGE: London. ISBN 9780857023827
Hayward L & MacBride G (2012) ‘Sustainable Innovation in Education: What Matters and Why?’ in Setting up, Developing and Expanding a Centre for Science and/or Mathematics Education (CSME) (Fibonacci Companion Resource) Brussels: EC
Hayward, L., Menter, I., Baumfield, V., Daugherty, R., Akhtar, N., Doyle, L., Elliot, D., Hulme, M., Hutchinson, C., MacBride, G., McCulloch, M., Patrick, F., Spencer, E., Wardle, G., Blee, H. and Arthur, L. (2012). Assessment at Transition. University of Glasgow.
Hayward, L. and Spencer, E. (2010) The complexities of change: formative assessment in Scotland. Curriculum Journal, 21(2), pp. 161-177.(doi:10.1080/09585176.2010.480827)
Hayward, L. and MacBride, G. (2010) Inclusion in Scotland: 'We're a' Jock Tamson's Bairns'. Zeitschrift für Inklusion, 2,
Gardner, J., Harlen, W., Hayward, L. and Stobart, G. (2010) Developing Teacher Assessment. Open University Press: Milton Keynes, UK. ISBN 9780335237838
Hayward, L. (2009) Trust, collaboration and professional learning: assessment for learning in Scotland. Assessment Matters, 1(1), pp. 64-85.
Wiseman-Orr M.L., Stuart S.A.J. and McKeegan D.E.F. (2009) Ethical dilemmas in practice: development of an ethical reasoning assessment tool for veterinary undergraduates. Discourse: Learning and Teaching in Philosophical and Religious Studies 8(2): 187-196 Available at: http://aulre.org/heaprsarchive/sec4_discourse/Vol_8_2_spring2009.pdf
Hayward, L., Boyd, B., MacBride, G. and Spencer, E. (2008).Just Making Them Think: a tension between teaching and assessment in the high stakes stages. (Commissioned from the Universities of Glasgow and Strathclyde by the Scottish Qualifications Authority (SQA). Available at: http://www.sqa.org.uk/files_ccc/Report%2013_Make_Them_Think.pdf
Hayward, E.L. (2007) Curriculum, pedagogies and assessment in Scotland: the quest for social justice 'Ah kent yir faither'. Assessment in Education: Principles, Policy and Practice, 14(2), pp. 251-268.(doi:10.1080/09695940701480178)
Hayward, L. and Spencer E. (2006). “There is no alternative…to trusting teachers” in Sainsbury, M., Harrison, C. and Watts, A. Assessing Reading – from theories to classrooms. Slough, NFER.
Hayward, L., Simpson, M. and Spencer, E., 2006. Understanding Success in Formative Assessment. Edinburgh, Scottish Executive Education Department.
Hayward, L. and Hedge, N. (2005) Travelling towards change in assessment: policy, practice and research in education. Assessment in Education: Principles, Policy and Practice, 12(1), pp. 55-76. (doi:10.1080/0969594042000333913)
Hayward, L., Priestly, M. and Young, M. (2004)Ruffling the calm of the ocean floor: merging practice, policy and research in assessment in Scotland. Oxford Review of Education, 30(3), pp. 397-415. (doi:10.1080/0305498042000260502)