Professor Louise Hayward

Professor Emerita (School of Education)

R208 Level 2, St Andrew's Building, Glasgow

Biography

Louise Hayward is Professor of Educational Assessment and Innovation at the University of Glasgow. She was a member of the internationally renowned Assessment Reform Group and is currently a member of the Curriculum, Assessment and Pedagogy Educational Reform Group and the International Symposium on Formative Assessment. Louise has a particular interest in assessment and social justice. She is committed to the centrality of researchers, policy makers and practitioners working together to ensure both high quality policy and policy enactment that remains consistent with policy aspirations. Louise has worked extensively with policy and practice communities in the UK, currently in particular in Scotland and Wales. Beyond the UK, Louise has worked with a number of governments. For example, recently she has worked closely with the Government and Educational Directorate in Norway advising on assessment practices and on change processes for their new curriculum; in Portugal she was part of the evaluation team for the review of Education in Higher Education; and she has been involved in reviewing plans for the curriculum and assessment strategy in Malta.

Currently, Louise leads the major CAMAU project (funded by Welsh Government and the University of Wales, Trinity Saint David). This project, working with both policy makers and practitioners, seeks to provide an empirical base for progression in the new Welsh Curriculum. Her recent projects include, Assessment at Transitions (Scottish Government), Numeracy in the Early Years (East Lothian Council), Evaluating Action Research in Primary Schools (Education Scotland/Robert Owen Centre), Building Sustainable Models of Engineering Education in primary and secondary schools (EPSRC and Education Scotland) and Assessment is for Learning. (Scottish Government.) Louise was part of the Nuffield funded research project to evaluate the quality of Assessment for Learning in the four countries of the UK.

Louise is one of four executive editors of the Curriculum Journal, a journal of the British Educational Research Association) and co-edited the Special Edition on Assessment for Learning. She has served on a wide range of National Organisations, eg, Education Scotland (the national inspection and curriculum development body), Scottish Qualifications Authority, (the national examinations agency) and the Scottish Funding Council. She has also served on a number of Ministerial Committees, eg, Assessment, Behaviour, Literacy, Support for Learning and chaired Scotland’s Advisory Council (the group giving independent advice on education to Scottish Ministers). Currently, she serves on the Education Cabinet Secretary’s advisory group established to review assessment and examinations in Scotland and is a member of the government’s National Improvement Framework committee. She is also an Advisor to the Scottish Government’s “learning Journey’ project. Louise is an international expert to the Norwegian Research Council project on Responsive Teaching and Student Learning in Mathematics. She works as an advisor with NCCA in Ireland, the national curriculum and assessment body. Recently, Louise has worked with teachers and headteachers from a range of countries, including Scotland, Wales, Ireland , Norway and Iceland.

This year will see the launch of IEAN, the international consortium of policy makers and researchers from small nations and states interested in learning together to address major international challenges in Educational Assessment.

Louise has written extensively on assessment and learning and on national change processes. Most recently she has edited an international two volume SAGE Handbook on Curriculum, Assessment and Pedagogy with Professor Dominic Wyse (UCL, UK) and Professor Jessica Pandya (CSU, USA). She has given numerous keynote addresses nationally and internationally, eg, in Scotland, England, Wales, Northern Ireland and Ireland, in Norway, Portugal, Germany, Austria and Australia.

Research interests

Recent Relevant Projects

Welsh Government and the University of Wales CAMUA project exploration of an empirical base for progression in areas of learning experience across the curriculum

Scottish Qualifications Authority Exploration of effective practice in assessment at transition between general education and the senior phase

Education Scotland and East Lothian Council Evaluation of Number Counts in Early Years and Primary Schools

Scottish Government Assessment at Transition Research Contract to inform policy alignment - to explore what lies behind the concepts of trusting professional judgement and useful and useable assessment information

LTScotland/Scottish Government Engineering the Future in Primary Schools Research Contract to inform policy alignment - to investigate what matters in changing culture and culturally situated practices in primary schools across Scotland if the aspirations of the Scottish Government's Science and Engineering Action plan are to impact on practice

Engineering and Psychical Sciences Research CouncilEngineering the Future with Faculties of Engineering in Glasgow and Strathclyde. Project to explore transformational change in the context of Science and Engineering in Secondary schools

European Union FP7 Fibonacci ProjectTransformational change in Inquiry based science education in Europe

Scottish Government/Highland CouncilEvaluation of Future Learning and Teaching programme in the Highland Council - an evaluation of a government funded initiative to bring together Curriculum and Assessment policy, Curriculum for Excellence and Assessment is for Learning

Scottish Qualifications AuthorityEvaluation of Assessment for Learning in the context of High Stakes assessment

Nuffield Foundation Analysis and Review of Innovations in Assessment (ARIA) with Queen's University

Publications

List by: Type | Date

Jump to: 2023 | 2021 | 2020 | 2019 | 2018 | 2017 | 2016 | 2015 | 2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005 | 2004 | 2002 | 2001

Number of items: 73.

2023

Hayward, Louise ORCID: https://orcid.org/0000-0002-2739-6821 (2023) It's Our Future: Report of the Independent Review of Qualifications and Assessment. Documentation. Scottish Government.

Hayward, Louise ORCID: https://orcid.org/0000-0002-2739-6821, Baird, Jo‐Anne, Allan, Simon, Godfrey‐Faussett, Thomas, Hutchinson, Carolyn, MacIntosh, Ellen, Randhawa, Ashmita, Spencer, Ernest and Wiseman-Orr, Margaret Lesley ORCID: https://orcid.org/0000-0002-1286-5031 (2023) National qualifications in Scotland: a lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), pp. 83-97. (doi: 10.1111/ejed.12543)

2021

Hayward, Louise ORCID: https://orcid.org/0000-0002-2739-6821, MacBride, George, Makara Fuller, Kara ORCID: https://orcid.org/0000-0003-0712-0841, Morrison-Love, David ORCID: https://orcid.org/0000-0002-9009-4738, Spencer, Ernest and Valdera-Gil, Francisco (2021) Advancing Understanding of Progression in Curriculum for Wales: Clarity, Coherence, Consistency. Project Report. University of Glasgow.

2020

Deakin, G. et al. (2020) Learning Progression: Implications for Curriculum and Assessment. Documentation. International Educational Assessment Network.

Deakin, G. et al. (2020) Rethinking Learner Progression for the Future. Discussion Paper. International Educational Assessment Network.

Hayward, L. et al. (2020) So Far So Good: Building the Evidence Base to Promote a Successful Future for the Curriculum for Wales. Project Report. University of Glasgow & Yr Athrofa. (doi: 10.36399/gla.pubs.223822).

2019

Marshall, Bethan, Gibbons, Simon, Hayward, Elizabeth ORCID: https://orcid.org/0000-0002-2739-6821 and Spencer, Ernest (2019) Policy, Belief and Practice in the Secondary English Classroom: A Case-Study Approach from Canada, England and Scotland. Bloomsbury: London. ISBN 9781350026001

2018

Hayward, L. et al. (2018) CAMAU Project: Research Report (April 2018). Learning about Progression. Project Report. University of Glasgow, Glasgow. (doi: 10.36399/gla.pubs.163362).

Hayward, Elizabeth ORCID: https://orcid.org/0000-0002-2739-6821 (2018) Notes from a small country: teacher education, learning innovation and accountability in Scotland. In: Wyatt-Smith, Claire and Adie, Lenore (eds.) Innovation and Accountability in Teacher Education. Springer: Singapore, pp. 37-50. ISBN 9789811320255 (doi: 10.1007/978-981-13-2026-2_3)

Hayward, Louise ORCID: https://orcid.org/0000-0002-2739-6821, Higgins, Steve, Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 and Wyse, Dominic (2018) Reclaiming education: ‘fake news’, research and social justice. Curriculum Journal, 29(1), pp. 1-3. (doi: 10.1080/09585176.2018.1436252)

2017

Hayward, Elizabeth ORCID: https://orcid.org/0000-0002-2739-6821, Morrison-Love, David ORCID: https://orcid.org/0000-0002-9009-4738, Makara Fuller, Kara ORCID: https://orcid.org/0000-0003-0712-0841, Spencer, Ernest, Hughes, Sioned, Ryder, Nanna and MacBride, George (2017) CAMAU Project: Progression Frameworks and Progression Steps. 18th Annual AEA Europe Conference, Prague, Czech Republic, 9-11 Nov 2017. (Unpublished)

Hayward, Louise ORCID: https://orcid.org/0000-0002-2739-6821, Higgins, Steve, Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 and Wyse, Dominic (2017) Living with supercomplexity. Curriculum Journal, 28(2), pp. 155-157. (doi: 10.1080/09585176.2017.1329184)

Higgins, Steve, Hayward, Louise ORCID: https://orcid.org/0000-0002-2739-6821, Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 and Wyse, Dominic (2017) A curricular lens on equity and inclusion: using Bernstein to articulate ‘supercomplexity’. Curriculum Journal, 28(3), pp. 303-304. (doi: 10.1080/09585176.2017.1341106)

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575, Hayward, Louise ORCID: https://orcid.org/0000-0002-2739-6821, Higgins, Steve and Wyse, Dominic (2017) Editorial. Curriculum Journal, 28(1), pp. 1-4. (doi: 10.1080/09585176.2016.1273593)

2016

Hayward, Louise ORCID: https://orcid.org/0000-0002-2739-6821, MacBride, George and Spencer, Ernest (2016) Scotland: the intersection of international student assessment and educational policy development. In: Volante, Louise (ed.) The Intersection of International Achievement Testing and Education Policy. Routledge, pp. 58-74. ISBN 9781138936515

Wyse, Dominic, Hayward, Louise ORCID: https://orcid.org/0000-0002-2739-6821 and Pandya, Jessica (Eds.) (2016) The SAGE Handbook of Curriculum, Pedagogy and Assessment. Sage Publications: London. ISBN 9781446297025

Spencer, Ernest and Hayward, Louise ORCID: https://orcid.org/0000-0002-2739-6821 (2016) More than good intentions: policy and assessment for learning in Scotland. In: Laveault, Dany and Allal, Linda (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)

2015

Chapman, Christopher ORCID: https://orcid.org/0000-0002-1861-6415, Hall, Stuart ORCID: https://orcid.org/0000-0002-4292-5656, Hayward, Louise ORCID: https://orcid.org/0000-0002-2739-6821, Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575, Lowden, Kevin ORCID: https://orcid.org/0000-0003-1678-0665, McKinney, Stephen ORCID: https://orcid.org/0000-0002-8249-6067 and Watters, Natalie (2015) Knowledge into Action in Education: Research and Development Project. Final Report. Project Report. Education Scotland, Livingston.

Franchi, L. ORCID: https://orcid.org/0000-0003-0646-0975, Conroy, J. and McKinney, S. ORCID: https://orcid.org/0000-0002-8249-6067 (2015) Religious education. In: Wyse, Dominic, Hayward, Louise and Pandya, Jessica (eds.) The SAGE Handbook of Curriculum, Pedagogy and Assessment. Sage Publications: London. ISBN 9781446297025

Hayward, Louise ORCID: https://orcid.org/0000-0002-2739-6821 (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. ORCID: https://orcid.org/0000-0002-2739-6821, 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. Project Report. Scottish Qualifications Authority, Glasgow.

2014

Hayward, Louise ORCID: https://orcid.org/0000-0002-2739-6821 and Spencer, Ernest (2014) Assessment for learning. In: Carroll, Mike and McCulloch, Margaret (eds.) Understanding Teaching and Learning in Primary Education. SAGE: London. ISBN 9781446254820

Hayward, Louise ORCID: https://orcid.org/0000-0002-2739-6821 (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

2013

Hayward, L. ORCID: https://orcid.org/0000-0002-2739-6821 (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. ORCID: https://orcid.org/0000-0002-2739-6821 (2013) Has anyone really learned anything? In: Wyse, D. (ed.) Creating the Curriculum. Series: Understanding primary education series. Routledge: London. ISBN 9780415687690

Hayward, L. ORCID: https://orcid.org/0000-0002-2739-6821 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. ORCID: https://orcid.org/0000-0002-2739-6821 and Spencer, E. (2013) Lapse kasvamist ja argengut toetavad ideed, mõtteviisid ja dialoog: Šoti kogemus. In: Sutrop, M. (ed.) Väärtuspõhine Kool: Eesti Ja Maailma Kogemus. University of Tartu: Tartu. ISBN 9879985795620

Wyse, D., Baumfield, V., Egan, D., Hayward, L. ORCID: https://orcid.org/0000-0002-2739-6821, Hulme, M., Menter, I., Gallagher, C., Leitch, R., Livingston, K. ORCID: https://orcid.org/0000-0002-9831-9575 and Lingard, B. (2013) Creating the Curriculum. Series: Understanding primary education. Routledge: London, UK. ISBN 9780415687690

2012

Hayward, L. ORCID: https://orcid.org/0000-0002-2739-6821 (2012) Assessment and learning: The learner's perspective. In: Gardner, J. (ed.) Assessment and Learning. 2nd Edition. SAGE: London. ISBN 9780857023827

Hayward, L. et al. (2012) Assessment at Transition. Project Report. University of Glasgow, Glasgow, UK.

Hayward, L. et al. (2012) Assessment at Transition: Executive Summary. Documentation. University of Glasgow, Glasgow.

Hayward, L. et al. (2012) Assessment at Transition: Report. Documentation. University of Glasgow, Glasgow.

2011

Ekevall, E., Hayward, E. ORCID: https://orcid.org/0000-0002-2739-6821, Hayward, G., Magill, J., Spencer, E., MacBride, George, Bryce, A.C. and Stimpson, B.P. (2011) Engineering: young people want to be informed. In: Engineering Education: Inspiring the Next Generation of Engineers, Aston University, Birmingham, UK, 6-8 July 2010,

2010

Hayward, L. ORCID: https://orcid.org/0000-0002-2739-6821 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)

Gardner, J., Harlen, W., Hayward, L. ORCID: https://orcid.org/0000-0002-2739-6821 and Stobart, G. (2010) Developing Teacher Assessment. Open University Press: Milton Keynes, UK. ISBN 9780335237838

Gardner, J., Harlen, W., Hayward, L. ORCID: https://orcid.org/0000-0002-2739-6821 and Stobart, G. (2010) Developing teacher assessment as an innovation in schools. In: Berry, R. (ed.) Assessment, reform and educational change. Springer: Hong Kong.

Harlen, W. and Hayward, L. ORCID: https://orcid.org/0000-0002-2739-6821 (2010) Embedding and sustaining developments in teacher assessment. In: Gardner, J., Harlen, W., Hayward, E.L. and Stobart, G. (eds.) Developing Teacher Assessment. Open University Press: Maidenhead, UK, pp. 155-171. ISBN 9780335237838

Hayward, G., Hayward, L. ORCID: https://orcid.org/0000-0002-2739-6821, Hedge, N. ORCID: https://orcid.org/0000-0003-1944-7630 and Magill, J. (2010) P3A: Promotion of Engineering through Creation of a Structured School-University Interface. Project Report. EPSRC. (Unpublished)

Hayward, L. ORCID: https://orcid.org/0000-0002-2739-6821 (2010) Spreading the word, widening the practice: Moving beyond the classroom in developing teacher assessment. In: Gardner, J., Harlen, W., Hayward, L. and Stobart, G. (eds.) Developing Teacher Assessment. Open University Press: Milton Keynes. ISBN 978033523783

Hayward, L. ORCID: https://orcid.org/0000-0002-2739-6821 and MacBride, G. (2010) Inclusion in Scotland: 'We're a' Jock Tamson's Bairns'. Zeitschrift für Inklusion, 2,

MacBride, G., Hayward, E.L. ORCID: https://orcid.org/0000-0002-2739-6821, Hayward, G., Spencer, E., Ekevall, E., Magill, J., Bryce, A.C. and Stimpson, B. (2010) Engineering the future: embedding engineering permanently across the school-university interface. IEEE Transactions in Education, 53(1), pp. 120-127. (doi: 10.1109/TE.2009.2025368)

2009

Ekevall, E., Hayward, E.L. ORCID: https://orcid.org/0000-0002-2739-6821, Hayward, G., MacBride, G., Magill, J. and Spencer, E. (2009) Engineering – what's that? In: SEFI Annual Conference 2009: 'Attracting Young People to Engineering: Engineering is Fun', Rotterdam, Netherlands, 1-4 July 2009, (Unpublished)

Ekevall, E., Hayward, E.L. ORCID: https://orcid.org/0000-0002-2739-6821, MacBride, George and Spencer, E. (2009) Should school science education be science and engineering education? In: Association for Science Education (ASE) Annual Conference 2009: 'Getting Practical - How to Make Science Teaching Come Alive!', University of Reading, Reading, 8-10 January 2009, (Unpublished)

Hayward, L. ORCID: https://orcid.org/0000-0002-2739-6821 (2009) Trust, collaboration and professional learning: assessment for learning in Scotland. Assessment Matters, 1(1), pp. 64-85.

Hayward, L. ORCID: https://orcid.org/0000-0002-2739-6821, Spencer, E., MacBride, G., Boyd, B. and Eliot, D. (2009) Past Travel and Future Direction: A Formative Evaluation of the Highland Journey. Documentation. Scottish Government.

MacBride, George, Hayward, E.L. ORCID: https://orcid.org/0000-0002-2739-6821, Ekevall, E. and Spencer, E. (2009) Research, policy and practice - commitment, complexity and uncertainty: a case study of a government research council funded project, Engineering the Future. In: The European Conference on Educational Research: 'Theory and Evidence in European Educational Research', University of Vienna, Austria, 28-30 September 2009, (Unpublished)

2008

Ekevall, E., Hayward, E. ORCID: https://orcid.org/0000-0002-2739-6821, MacBride, G., Spencer, E. and Hayward, G. (2008) Engineering in the curriculum: connecting science, technology and maths. In: Scottish Educational Research Association (SERA) Conference, Perth, Scotland, 27-29 Nov 2008,

Ekevall, E., Hayward, E.L. ORCID: https://orcid.org/0000-0002-2739-6821, MacBride, G. and Spencer, E. (2008) Teaching science and technology through engineering. In: Conference of the British Educational Research Association (BERA), Heriot Watt University, Edinburgh, UK, 3-6 Sept 2008,

Hayward, E. ORCID: https://orcid.org/0000-0002-2739-6821, Spencer, E., MacBride, G. and Boyd, B. (2008) 'Just Making Them Think': Resolving the Summative/Formative Assessment Tension in the Later Years of Secondary School. Project Report. Scottish Qualifications Authority, Glasgow.

Hayward, E.L. ORCID: https://orcid.org/0000-0002-2739-6821, Ekevall, E., MacBride, G., Spencer, E. and Hayward, G. (2008) Engineering education: sustaining transformational change? In: Conference of British Educational Research Association 2008, Edinburgh, UK, 3-6 Sep 2008,

Hayward, E.L. ORCID: https://orcid.org/0000-0002-2739-6821, Gardner, J., Harlen, W. and Stobart, G. (2008) Assessment in the UK - learning from the past: informing the future. In: Scottish Learning Festival 2008, SECC, Glasgow, UK, Sept 2008,

Hayward, E.L. ORCID: https://orcid.org/0000-0002-2739-6821, Spencer, E., McAuley, A., Barrett, L. and Rodrigues, S. (2008) Assessing and informing risk: the role of the HEI research and development strand of the AifL programme exploring teachers’ experiences of bringing together AifL and CfE. In: Scottish Learning Festival 2008, SECC, Glasgow, UK, Sept 2008,

MacBride, G., Ekevall, E., Hayward, E.L. ORCID: https://orcid.org/0000-0002-2739-6821, Spencer, E., Chapman, R. and Hayward, G. (2008) Engineering the future: changing attitudes, changing schools? In: Conference of the British Educational Research Association (BERA), Heriot Watt University, Edinburgh, UK, 3-6 Sept 2008,

MacBride, G., Ekevall, E., Hayward, E.L. ORCID: https://orcid.org/0000-0002-2739-6821, Spencer, E. and Hayward, G. (2008) Improving the transition from school to studying engineering at university. In: Scottish Educational Research Association (SERA) Conference, Perth, Scotland, 27-29 Nov 2008,

MacBride, G., Ekevall, E., Hayward, E.L. ORCID: https://orcid.org/0000-0002-2739-6821, Spencer, E., Hayward, G. and Stimpson, B. (2008) Engineering the future: a sustainable concept? In: Engineering Education Conference, Loughborough, UK, 14-16 July 2008,

MacBride, G., Ekevall, E., Hayward, E.L. ORCID: https://orcid.org/0000-0002-2739-6821, Spencer, E., Hayward, G. and Stimpson, B. (2008) Engineering the future: practitioners, researchers and policy makers working across sectors. In: Engineering Education Conference, Loughborough, UK, 14-16 July 2008,

Spencer, E., Ekevall, E., Hayward, E.L. ORCID: https://orcid.org/0000-0002-2739-6821 and MacBride, George (2008) What should be the place of engineering in the school curriculum? In: British Educational Research Association (BERA) Annual Conference, Heriot Watt University, Edinburgh, UK, 3-6 Sept 2008,

2007

Hayward, E.L. ORCID: https://orcid.org/0000-0002-2739-6821 (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. ORCID: https://orcid.org/0000-0002-2739-6821 and Devlin, A.M. ORCID: https://orcid.org/0000-0002-9407-6465 (2007) Assessment is for Learning (AifL): What do teachers think? Project Report. Scottish Executive Education Department.

Hayward, L. ORCID: https://orcid.org/0000-0002-2739-6821, Devlin, A.M. ORCID: https://orcid.org/0000-0002-9407-6465 and Spencer, E. (2007) Research evaluation of continuity and progression in early years education in Stirling. Other. Stirling Education Authority.

2006

Hayward, L. ORCID: https://orcid.org/0000-0002-2739-6821, Simpson, M. and Spencer, E. (2006) Understanding Success in Formative Assessment. Documentation. Scottish Executive Education Department, Edinburgh.

Hayward, Louise ORCID: https://orcid.org/0000-0002-2739-6821 and Spencer, Ernest (2006) There is no alternative ... to trusting teachers. In: Sainsbury, M., Harrison, C. and Watts, A. (eds.) Assessing Reading from Theories to Classrooms. NFER: Slough. ISBN 9781905314218

2005

Feyerer, J., Hayward, L. ORCID: https://orcid.org/0000-0002-2739-6821 and Hedge, N. ORCID: https://orcid.org/0000-0003-1944-7630 (2005) EUMIE: Inclusion in Europe. EUropean Masters in Inclusive Education (EUMIE): Linz, Austria.

Hayward, L. and Hedge, Nicki ORCID: https://orcid.org/0000-0003-1944-7630 (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. ORCID: https://orcid.org/0000-0002-2739-6821, Hedge, N. ORCID: https://orcid.org/0000-0003-1944-7630 and Spencer, E. (2005) Closing the Gap: primary secondary liaison in South Lanarkshire. South Lanarkshire Education Authority.

Hutchinson, C. and Hayward, L. ORCID: https://orcid.org/0000-0002-2739-6821 (2005) The journey so far: assessment for learning in Scotland. Curriculum Journal, 16(2), pp. 225-248. (doi: 10.1080/09585170500136184)

2004

Hayward, E. ORCID: https://orcid.org/0000-0002-2739-6821 and Hedge, N. ORCID: https://orcid.org/0000-0003-1944-7630 (2004) Early intervention for all: back to basics? Early Years’ Matters, 6, pp. 8-9.

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)

Hedge, N. ORCID: https://orcid.org/0000-0003-1944-7630 and Hayward, E. ORCID: https://orcid.org/0000-0002-2739-6821 (2004) Redefining roles: university e-learning contributing to lifelong learning in a networked world? E-Learning and Digital Media, 1(1), pp. 128-145. (doi: 10.2304/elea.2004.1.1.3)

Hedge, N. ORCID: https://orcid.org/0000-0003-1944-7630 and Hayward, E. ORCID: https://orcid.org/0000-0002-2739-6821 (2004) Universities and e-learning in a networked world. In: Murphy, D., Carr, R., Taylor, J. and Wong, T.M. (eds.) Distance Education and Technology: Issues and Practice. OUHK Press: Hong Kong, pp. 111-128. ISBN 9789627707479

2002

Hayward, E. ORCID: https://orcid.org/0000-0002-2739-6821 and Hedge, N. ORCID: https://orcid.org/0000-0003-1944-7630 (2002) Consultation on Review of Assessment within New National Qualifications: Analysis of Responses. Project Report. Scottish Executive Education Department, Edinburgh.

Hayward, L. (2002) Changing the assessment culture in Scottish schools, in inclusive education. In: Feyerer, E. (ed.) Inclusive education: schools for all children. UNSPECIFIED, 341 - 351. ISBN 385487412X

2001

Hayward, E. ORCID: https://orcid.org/0000-0002-2739-6821 and Hedge, N. ORCID: https://orcid.org/0000-0003-1944-7630 (2001) Analysis of Early Education and Childcare Plans, Planning Matters. Project Report. Scottish Executive Education Department, Edinburgh.

This list was generated on Sun Jun 15 21:00:56 2025 BST.

Number of items: 73.

Articles

Hayward, L. ORCID: https://orcid.org/0000-0002-2739-6821 and MacBride, G. (2010) Inclusion in Scotland: 'We're a' Jock Tamson's Bairns'. Zeitschrift für Inklusion, 2,

Hayward, L. ORCID: https://orcid.org/0000-0002-2739-6821 (2009) Trust, collaboration and professional learning: assessment for learning in Scotland. Assessment Matters, 1(1), pp. 64-85.

Books

Gardner, J., Harlen, W., Hayward, L. ORCID: https://orcid.org/0000-0002-2739-6821 and Stobart, G. (2010) Developing Teacher Assessment. Open University Press: Milton Keynes, UK. ISBN 9780335237838

Book Sections

Edited Books

Research Reports or Papers

Hayward, Louise ORCID: https://orcid.org/0000-0002-2739-6821 (2023) It's Our Future: Report of the Independent Review of Qualifications and Assessment. Documentation. Scottish Government.

Deakin, G. et al. (2020) Learning Progression: Implications for Curriculum and Assessment. Documentation. International Educational Assessment Network.

Deakin, G. et al. (2020) Rethinking Learner Progression for the Future. Discussion Paper. International Educational Assessment Network.

Hayward, L. et al. (2018) CAMAU Project: Research Report (April 2018). Learning about Progression. Project Report. University of Glasgow, Glasgow. (doi: 10.36399/gla.pubs.163362).

Hayward, L. et al. (2012) Assessment at Transition. Project Report. University of Glasgow, Glasgow, UK.

Hayward, L. et al. (2012) Assessment at Transition: Executive Summary. Documentation. University of Glasgow, Glasgow.

Hayward, L. et al. (2012) Assessment at Transition: Report. Documentation. University of Glasgow, Glasgow.

Conference or Workshop Item

Conference Proceedings

This list was generated on Sun Jun 15 21:00:56 2025 BST.

Grants

Engineering the Future: EPSRC: £ 365,304 (2006-2010). A study of transformational change investigating ways of permanently embedding Engineering in the school curriculum and enhancing continuity between school and University in Scotland in the context of Electrical and Electronic Engineering. PI: University of Strathclyde.

Analysis of Reforms in Assessment: Nuffield: £140,980 (2006-08). Project to explore models of change in local and national assessment reforms across the UK. PI Queen’s University Belfast, CI Institute of Education London, University of Bristol.

Future Learning and Teaching Evaluation – Assessment is for Learning and Curriculum for Excellence: Scottish Government / Highland Council: £15,000 (2008-2009). Evaluation of the Highland Council Future Learning and Teaching project on Assessment is for Learning and Curriculum for Excellence. CI: University of Strathclyde.

Exploring Assessment for Formative Purposes in High Stakes Assessment: Scottish Qualifications’ Authority: £10,000 (2008). Formative exploration of teachers attempting to reconcile assessment for formative and summative purposes in Higher and Intermediate classes. CI: University of Strathclyde.

Assessment is or Learning- Understanding Teachers’ Concepts of Standards: Scottish Government: £10,000 (2007-08). Project to explore how teachers understand and share standards in three areas of the curriculum. CI: University of Strathclyde.

Supervision

Taylor, Michael
You’re learning not failing - Using formative assessment to construct a growth mindset.

Teaching

Louise has held a number of roles: Head of Learning and Teaching, Associate Dean and for the last three years has led research activity in the previous Department of Educational Studies. Originally an English and Support for Learning teacher, Louise also worked in Teacher Education in St Andrew’s College, latterly as Assistant Principal. Her teaching commitments are mainly in post-graduate programmes in Inclusive Education.

Additional information

Professional background

University of Glasgow.

Professor of Assessment and Innovation and Leader of the Curriculum, Assessment and

Pedagogy Research and Teaching Group 2010- present

Head of Research in Educational Studies 2004- 2009

Head of Learning and Teaching, Education Faculty 2002- 2004

Associate Dean (CPD and External Relations). 1999- 2002

St. Andrew's College of Teacher Education. (Assistant Principal) 1996-1999

Policy Secondments

Scottish Government Secondment

National Development Officer, Educational Assessment

Scottish Consultative Council on the Curriculum Secondment

Curriculum Development Officer

Education background

M.Ed. Educational Psychology, University of Glasgow

B.Ed. English and Psychology, University of Glasgow

PG Inclusive Education, University of Glasgow

louise_hayward

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Clarity

Professor Louise Hayward

Biography

Research interests

Publications

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Articles

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Edited Books

Research Reports or Papers

Conference or Workshop Item

Conference Proceedings

Grants

Grants

Supervision

Teaching

Teaching

Additional information