Peter Tymms

Professor Peter Tymms
Director of iPIPS and Professor of Education, School of Education, Durham University

Peter has previously been Head of Department in the School of Education at Durham University (2010-2013) and Director of the Centre for Evaluation and Monitoring (CEM) at Durham University (2003-2010) which runs projects monitoring millions of pupils across the UK and beyond each year.  He was the founder of PIPS.  Peter's main research interests include monitoring, assessment, interventions, ADHD and educational effectiveness generally.  Peter established the PIPS (Performance Indicators in Primary Schools Project) monitoring system which runs in thousands of schools around the world.  The new iPIPS study is an international study of children starting school and is being actively implemented in countries on four continents.  Peter is also an adviser to the German National Educational Panel Study (NEPS)

Christine MerrellProfessor Christine Merrell
Director of Research, CEM and Professor of Education, Durham University

Christine has extensive experience of developing assessments for children aged 3-14 years in reading, mathematics, vocabulary, non-verbal ability and motor development.  Most recently, Christine has developed a computer-delivered, adaptive diagnostic assessment of reading for children aged 5-11 years.  Christine has also been involved with directing CEM's large-scale monitoring systems for primary schools.  Two of these have been used in all primary schools in two countries on a statutory basis.  This involved the development and delivery of assessments, marking, analysis and provision of pupil-level feedback.  Moreover, Christine has also studied the achievements of severely inattentive, hyperactive and impulsive young children, including involvement in a large-scale RCT to evaluate the impact of interventions aimed at helping such children succeed in the classroom.

Katharine BaileyKatharine Bailey
Director for Applied Research, CEM, Durham University

Katharine is responsible for overall direction of assessment reporting, stakeholder communications and policy engagement.  Katharine has many years of experience working with schools and governments in the UK and around the world, helping them to use assessment data for pupil and school improvement.  Katharine has a BSc in psychology and research methods and a MSc which involved the development of an assessment to measure the relative abilities of young children to decode emotional facial expressions.  Katharine is currently studying for a doctorate exploring the validity of interpretations made from assessment data with a particular focus on children from socially-deprived backgrounds and those for whom English is an additional language.

Robert Coe Professor Robert Coe
Director of CEM and Professor of Education, School of Education, Durham University

Robert is responsible for a range of policy evaluation and funded research as well as for monitoring systems used by over 6,000 schools in the UK and beyond.  Robert also teaches in assessment and research methods modules for higher degrees (EdD and MSc), together with Doctoral supervision and PGCE lectures.  Robert is a member of Ofqual's Standards Advisory Group and of policy or technical advisory groups for organisations including The Sykes Commission on Assessment, Department for Education, AQA, Pearson, Cambridge Colloquium on Educational Assessment.

Emma BeattyEmma Beatty
Director of Technology, CEM, Durham University

Emma Beatty has been working to help schools and teachers with assessment for school improvement since 2002.  Emma is passionate about the role technology can play in assessment and measuring what matters.  Emma has led a large, innovative technology group at CEM to develop CEM's leading eAssessment platform.  In the year of launch, CEM were able to securely deliver, nearly a million assessment sessions across the UK, China, Middle East, Australia and Hong Kong.  This flexible, secure and robust platform will provide assessment for iPIPS, whilst benefiting from continuous innovation to meet the fast pace of change in the ed-tech community.  Key interests are eAssessment; technology as an enabler of school improvement; technology as a mechanism for reducing the bureaucratic burden on the teaching profession; data for longitudinal tracking; data warehousing and data analytics.

Gaynor Richardson
iPIPS Project Manager, CEM, Durham University

Gaynor is responsible for the implementation of the iPIPS programme, working closely with partner organisations and technical experts within CEM to plan and manage the various stages of development and administration of iPIPS in partner countries. 

Gaynor is an experienced Prince 2 practitioner having, over the past 15 years managed multi-million pound contracts across public, private and third sector.