Professor Louise Hayward
- Professor (Culture, Literacies, Inclusion & Pedagogy)
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.
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
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.
- Song, Jingwei
Assessing for learning in English language classrooms in China
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.
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
Scottish Government Secondment
National Development Officer, Educational Assessment
Scottish Consultative Council on the Curriculum Secondment
Curriculum Development Officer
M.Ed. Educational Psychology, University of Glasgow
B.Ed. English and Psychology, University of Glasgow
PG Inclusive Education, University of Glasgow