CAMBRIDGE UNIVERSITY PRESS & ASSESSMENT - Key Persons
Ajay is part of the Data Science Unit. He has vast experience in delivering Analytics and Data Science solutions. Previously, he has worked in Telco, Financial services, Healthcare, Consumer, Retail, Education, and Food Sectors. He is a highly experienced Data Scientist and is an AWS Certified Cloud Solutions Architect and an AWS Certified Machine Learning Specialist. He has worked on several key strategic & data-monetisation initiatives for the organisations in the past with Technical/Management skills in business intelligence, data warehousing, reporting and analytics. He has a background in Computer Science.
His core interests include Opacity in AI Systems, Applied AI, Machine Learning, Deep Learning, Reinforcement Learning, Optimization, Big Data, Algorithmic trading, Natural Language Processing, and Computer Vision.
In the past, he has successfully delivered Natural Language Processing (NLP) and Computer Vision (CV) solutions and has designed large-scale recommendation engines. He has extensive experience of credit risk and fraud modelling, building explainable forecasting models, marketing analytics, customer & campaign analytics. From his experience working on several real-world problems, he fully acknowledges that finding good representations is the key in designing the system that can solve interesting & challenging problems, that go beyond human-level intelligence, and ultimately explain complicated data for us that we don't understand. To achieve this, he envisions learning algorithms that can learn feature representations from both unlabelled and labelled data, be it guided with and/or without human interaction, and that are on different levels of abstractions in order to bridge the gap between low-level data and high-level abstract concepts.
He has also lead the team of data analysts, data engineers, ML engineers, and data scientists in the past.
I joined Cambridge University Press & Assessment in 2018 as a Research Assistant to the Cambridge Maths team, where I explored various areas of mathematics education, including how the education community perceived existing definitions of mathematical keywords. In 2021, I joined the Education and Curriculum team at ARD as a Research Officer.
Ed has worked for over a decade in assessment innovation and currently works in teams designing new digital first assessments.
Heather is the Digital Assessment Creation SME. She works across the team to gather an understanding of and requirements for digital assessment.
Job Titles:
- Head of Digital Assessment & Evaluation
Jesse is a seasoned education professional with over 20 years of experience in educational leadership and innovation. She is an expert in assessment design, development, research methods, data analysis, and product implementation.
Jesse is the Head of Digital Assessment & Evaluation at Cambridge University Press & Assessment, where she leads the creation, maintenance, and prioritisation of the organization's digital assessment and evaluation products.
Jesse is passionate about digital assessment and its potential to promote inclusivity and equitable education for all learners. She is committed to ensuring that digital assessment tools and processes are accessible, fair, and valid for all students, regardless of their backgrounds or circumstances. In her current role, she guides the transition from paper-based assessments to digital, on-screen assessment by conveying the vision, value, and context of "why" digital assessment and evaluation are crucial for promoting inclusivity and plans "how" best to deliver effectively.
When she is not focused on transforming approaches to assessment, Jesse can be found spending time on her farm with an array of animals who have no interest in assessments whatsoever!
Jo has worked on various comparability and validation projects at Cambridge University Press and Assessment, including the unique 'Aspects of Writing' research series.
Jo is part of the Educational Measurement team and has a background in mathematics. She previously worked on research in other areas of education and healthcare.
Job Titles:
- International As Director
Juliet Wilson joined Cambridge International as Director of Assessment in August 2018, and took on responsibility for the Customer Support function in August 2022. She has a wealth of experience both in customer facing roles and as a senior leader within Cambridge.
Lucas has a background in Science Education, working for the past five years as a User Experience Researcher, understanding teachers' and learners' needs and useful ways to deliver assessment digitally.
Job Titles:
- Member of the Editorial Committee of the Journal of Vocational Education
Martin is a member of the Editorial Committee of the Journal of Vocational Education and Training, along with being a reviewer for numerous academic journals.
Martina is a Senior Researcher in the "Research and Thought Leadership" team. She is in charge of research that is central to informed decision-making within the Digital Assessment & Evaluation team. With a strong emphasis on generating impactful outcomes, this research serves as the foundation for developing valid and evidence-based digital products.
Nicola is currently an Assessment Lead designing new digital first products in the team. She has a background in geography education and expertise in designing, managing and delivering multiple qualifications globally.
Job Titles:
- OCR As Director of Product
Peter joined OCR as Director of Product in April 2017 with responsibility for the development and management of OCR's products and their commercial performance.
Pia is a research officer who is conducting research in the Education and Curriculum team. Pia completed her PhD in Education at the University of Cambridge.
Ross has worked in education for over 20 years designing, managing and delivering various qualifications around the world. He is currently the Curriculum and Product Design Lead in the team designing new digital first assessments.
Job Titles:
- Head of Research for Digital Assessment
Sanjay is Head of Research for Digital Assessment and Evaluation, a role which is integral to the organisation's strategic roadmap and development of various digital assessment products and services that serve the international market. He has worked in education for over 20 years and has a background in Early years, Primary and Lower Secondary education.
Sarah leads Research and Thought Leadership for a team dedicated to creating digital products and is passionate about applying research to impact on practice and policy.
Sylvia conducts research into various areas of education and assessment for different types and level of study, and has a background in psychology.
Tim Oates CBE joined Cambridge University Press & Assessment in May 2006 to spearhead the rapidly growing Assessment Research and Development division. He was previously at the Qualifications and Curriculum Agency, where he had been Head of Research and Statistics for most of the last decade.
Work included advising on a pan-European 8-level qualifications framework. He has advised the UK Government for many years on both practical matters and assessment policy.
He started his career as a research officer at the University of Surrey. He moved to the FE Staff College in 1987 where he helped run the Work-Based Learning project. London University's Institute of Education then appointed him as NCVQ Research Fellow. In 1993, he joined one of the QCA's predecessor bodies, the National Council for Vocational Qualifications, as Head of GNVQ Research and Development. Promotion to Director of Research followed two years later.
Tim was awarded CBE in the 2015 New Year's Honours for services to education.
A summary of OCR's pilots of the use of Comparative Judgement in setting grade boundaries Tom Benton, Tim Gill, Sarah Hughes, Tony Leech
Which is better: one experienced marker or many inexperienced markers? Tom Benton
Tony is a Senior Researcher at OCR. He is interested in a broad range of assessment, policy and curriculum issues.
Vicki's areas of expertise are question writing processes, question quality and comparability, along with being involved in providing training for examiners and assessment professionals on question writing issues.