Bryan Maddox


  • 1.22 Lawrence Stenhouse Building

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Personal profile

Academic Background

Social Anthropology BA Sussex, Literacy Studies PhD Kings College London.




Dr Bryan Maddox is Professor of Educational Assessment, Executive Director of Assessment MicroAnalytics Ltd (a university spin-out company), and vitising Professor at the University of Oslo.  He convenes the module on ‘Assessment Principles, Issues and Practice’ (EDUE7029B) in the MA in Learning, Pedagogy and Assessment.  Profesor Maddox has twice been awarded excellence in teaching prizes.   His innovative research involves small-scale ‘micro-analytic’ studies of response processes and interaction in educational assessment. He has conducted research on International Large-Scale Assessments (OECD’s PIAAC and PISA for Development, and UNESCO’s LAMP) in Mongolia, Senegal and Slovenia, and worked with research teams on the design of computer-based tests, the assessment of collaborative problem solving, and the application of Artificial Intelligence.  His recent edited book on ‘International Large-Scale Assessments in Education’ is published by Bloomsbury (2018).


CV and Experience

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He started teaching at UEA in January 2003, initially at School of International Development. He joined the School of Education and Lifelong Learning in September 2019.

Key Research Interests

International Large-Scale Assssments (ILSAs) in Education; Micro-analysis in assessment; Computer-Based Testing; Eye Tracking in Assessment; Ethics and Fairness in AI and Education. 


Areas of Expertise

Teaching Interests

I teach on and convene the module on ‘Assessment Principles, Issues and Practice’ (EDUE7029B) in the MA in Learning, Pedagogy and Assessment

I welcome enquiries for PhD applications related to educational assessment.


Current Doctoral Research Students:


Hyunyoung Kim


Completed doctoral students

In Cheol Jang. ' Teachers' beliefs and practices of ICT use in secondary schools in Addis Ababa, Ethiopia

Beth Titchiner. ‘The anthropological and epistemological roots of violence in schooling and an exploration towards a non-violent practical philosophy of education’.

Rosanne Tromp.  ‘The Politics of Quality Education: A Trajectory Study of the Competence-Based Curricular Reform of Mexican Primary Education’.

Camilla Addey.  ‘Why do countries join international literacy assessments? An Actor-Network Theory analysis with cases studies from Lao PDR and Mongolia’.  Submitted 2014.

Antoni wojkic.  ‘Schooling at the edge of the world: An ethnographic study of coastal habitus and educational ambivalence in northern Mozambique’.  Completed 2014.

Frances Hay. 'Occupational Stratification and Mobility: An Empirical Investigation into Intergenerational Occupational Change in Relation to Class and Status in India'. Completed 2013.

Juan Carlos Barron-Pastor. ‘Inclusion Policies in Mexican Higher Education: Listening to Participants of Intercultural Programmes’.  Completed 2011.

Samantha Ross-Hepworth. ‘Talking the Walk: Language as the Missing Ingredient of Biodiversity Conservation? An Investigation of Plant Knowledge in West Usambara Mountains, Tanzania’ . Completed 2011.

Hemant Ojha. ‘Engaging Bourdieu and Habermas to Reframe Forest Governance in Nepalese Terai’. Completed 2006.

Expertise related to UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):

  • SDG 16 - Peace, Justice and Strong Institutions


Recent external collaboration on country/territory level. Dive into details by clicking on the dots or