Hornby Regional Training Programme, Dubai & Dhaka, January 2017 

The main objective of each 5-day workshop was to provide support to the Ministries of Education (MoE) in Iran and Bangladesh in implementing strategies and programmes on assessment.  The workshops focused on:

§ The principles of language testing and the role of test specifications

§ Familiarisation with the CEFR

§ Hands-on practice in developing reading, listening, writing and speaking tasks

§ Opportunities to present and discuss newly developed tasks

The workshops were attended by 33-35 participants in each country.  The target audience from Bangladesh included technical experts from the Education Ministry including test developers and test administrators, teacher educators from teacher training colleges, and master trainers. From Iran, the participants included teachers, teacher trainers and educators, curriculum developers and test writers from the state sector.  In addition, there were 2-3 representatives from Nepal, Sri Lanka and India. Post-workshop activities will involve participants sharing their experiences with their respective MoEs and cascading the training to peers and teachers in their own countries.  


Pre-conference workshop, LTRC March 2015, Toronto Canada

Using Rasch analysis to gain insights into test development

This one-day workshop had two main aims: firstly, to provide a basic introduction into the insights that Rasch analysis can offer test developers; and secondly, to encourage participants to use such procedures to help them better understand the tests they have developed.

Participants were taught how to construct and run a Winsteps control file based on a set of raw data. Item difficulty and person ability estimates, person and item reliabilities, and the amount of error associated with each item and person were then explored. In addition, distracter performance was investigated.


Seminars & Workshops:  2001 - present

The following seminars and workshops involved both theoretical and practical sessions focusing on some or all of the following:

  • the development of test specification, items, tasks and rating scales 
  • interlocutor / examiner training
  • training in data analysis (both Classical and Modern Test Theory)
  • standard setting procedures



  • Universidad Polytecnica Valencia, Spain 2011-2016
  • Abteilung Schulentwicklung, IQSH, Kiel, Germany 2008-2016
  • Landesinstitut für Schulqualität und Lehrerbildung Sachsen-Anhalt (LISA), Germany 2015
  • Niedersächsisches Landesamt für Lehrerbildung und Schulentwicklung (NiLS), Hannover, Germany 2015
  • Complutense Universidad Madrid, Spain 2011-2014
  • Pädagogisches Landesinstitut, Rheinland Pfalz, Germany 2014
  • King Abdul Aziz University, Jeddah, Saudi Arabia 2013
  • Masarysk University, Brno, Czech Republic 2013
  • Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen, Soest, Germany 2009-2010
  • Staatsinstitut für Schulqualität und Bildungsforschung (ISB), Bavaria, Germany 2004-2010
  • Landesinstitut für Lehrerbildung und Schulentwicklung, Hamburg, Germany 2006-2009
  • Dillingen Academy, Bavaria, Germany 2006-2008 
  • Ecole Nationale du L’Air Civile (ENAC), Toulouse, France 2005-2007
  • Escuela Oficial de Idiomas, Bilbao, Spain 2006 
  • University of Padova, Italy 2006 
  • University of Vilnius, Vilnius, Lithuania 2006
  • Nizwa University Project (British Council funded), Oman 2005 
  • University of Newcastle, UK 2005 
  • Sofia, Bulgaria (FCO / Ministry of Defence PEP funded) 2003 
  • Samara, Russia (British Council funded) 2003
  • Kazakhstan / Kyrgyzstan (FCO / Ministry of Defence PEP funded) 2001-2003
  • Budapest, Hungary (British Council / BGF - Konferencia) 2001