Professor James Tognolini

BEd(UWA), MEd(Murdoch), PhD(Murdoch)
Director - Educational Measurement and Assessment Hub

A35 - Education Building
The University of Sydney

Telephone +61 2 9114 2199

Biographical details

Professor Jim Tognolini

Jim Tognolini is currently Professor and Director of the Educational Measurement and Assessment Hub at the University of Sydney and Managing Director of JT Educational Consulting Pty Ltd.

He is also Professorial Fellow at Wollongong University (Australia) and Adjunct Professor of Education at the University of Western Australia.

From 2006 to 2016 he was Senior Vice President (Research and Assessment) at Pearson and for the last 2 years of that appointment he was the Distinguished Research Scientist for the Pearson Assessment Centre (PAC).

In his current position he is responsible for establishing a Centre of Assessment and Educational Measurement at the University of Sydney.

From 2002 to 2006, Jim was Research Director (System and School Testing) at the Australian Council for Educational Research (ACER).

He has extensive experience in liaising with representatives at all levels of government and educational organisations within Australia and overseas on assessment, standards and particularly the use of measurement information in informing system level planning; monitoring of standards; and, utilising data for improving school level teaching and learning.

He has given numerous keynote addresses and seminars in countries that include Singapore, Hong Kong, The United Arab Emirates, India, Jordan, New Zealand, Oman, South Africa, Indonesia, China and Thailand.

From 2079 to 2013 Jim was in residence as a Professor and Senior Research Fellow at the Oxford University Centre for Educational Assessment during part of each year and is an active participant in the workshop programme of the Centre.

Jim Tognolini has been responsible for establishing assessment Centres at the University of New South Wales (The Educational Testing Centre); Oxford University (The Oxford University Centre for Educational Assessment); the University of Western Australia (The Pearson Psychometric Laboratory); The Government of India (The Centre for Assessment, Evaluation and Research (CAER)); The Government of the United Arab Emirates (The Centre for Educational Testing, Measurement and Evaluation (CETME)). He has been a previous Chair and still a member of the BOSTES HSC Consultative Committee and is also on its Technical Advisory Committee.

Research interests

My specialist research and educational evaluation work focuses primarily on educational assessment and the application and appropriateness of measurement models and theoretical perspectives to education and learning in both local and international contexts.

Much of my inquiry and professional work has pursued five major themes: (1) the refinement and application of Rasch Models to the assessment of social outcomes of education; (2) developing quality assurance measures in systems that require the collation of different forms of evidence; (3) equating stability in educational measurement; (4) standards referencing, using measurement to establish and validate standards (5) developing innovative assessments and measures for monitoring growth, teacher effectiveness and system level performance against pre-determined developmental continua.

Most recently, my research activity has been focussed upon developing models and procedures to support the international monitoring of educational outcomes through system-wide, school-level programs. System-wide testing has become an important feature of most education systems around the world and there is an increasing demand for comparative analysis and psychometric research which balances the situational and cultural factors with measurement theory and protocols.

In parallel with system-wide assessment, I have been increasingly involved in designing ways to help educational leaders of school systems, schools and parents understand and interpret data in ways that are meaningful, fair and sensible. The models and theoretical perspectives of psychometrics have increasingly been relied on for these purposes.

Against this background, a significant amount of my time has been spent in researching and advising senior educationalists and policy makers around the world on these issues. For example, I have been responsible for developing a Centre for Assessment, Evaluation and Research (CAER) for the Government of India under a PPP between the Pearson Foundation and the Human Resource and Development Ministry of the Government of India.

I have also been the Project Director for the Review of the National Testing Strategy and Assessment System for Basic and Secondary Education for the Hashemite Kingdom of Jordan; Special Advisor for the National Assessment of Student Achievement Project (NASAP), United Arab Emirates Ministry of Education; Project Director for the United Arab Emirates National Aptitude Testing Project for University Entrance, United Arab Emirates Ministry of Education; Senior Advisor for establishing standards for national testing in China, National Education and Examiners Authority of China; Senior Researcher for developing banks of calibrated test items for the Ministry of Education in Indonesia; and Project Director for a project to examine the variability of standards reference assessment for the New Zealand Qualifications Authority.

In addition, I have conducted a policy review for the Curriculum Council in Western Australia and produced a report entitled ?Meeting the Challenge of Assessing in a Standards Based System?

Over the years, I have been the senior advisor on educational measurement issues for every State and Territory Education Department and Examination Board in Australia and New Zealand.

An area of particular interest is developing teachers? assessment skills to enable them to deliver the assessment reforms that are being mandated in countries around the world.

Selected publications & creative works

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Book Chapters

  • Tognolini, J., Davidson, M. (2013). Assessment, standards-referencing and standard setting. In M. M. C. Mok (Eds.), Self-directed learning oriented assessments in the Asia-Pacific, (pp. 23-41). Dordrecht: Springer.
  • Brown, I., Lockyer, L., Caputi, P., Tognolini, J. (2010). Multimodality, multiliteracy and visual literacy: Where does assessment fit? In M. Avgerinou, R. E. Griffin & P. Search (Eds.), Critically engaging the digital learner in visual worlds and virtual environments, (pp. 71-78). Loretto, PA: International Visual Literacy Association.

Journals

  • Ehrich, J., Howard, S., Tognolini, J., Bokosmaty, S. (2015). Measuring attitudes toward plagiarism: Issues and psychometric solutions. Journal of Applied Research in Higher Education, 7(2), 243-257. [More Information]
  • Mok, M., Wong, M., Su, M., Tognolini, J., Stanley, G. (2014). Personal best goal and self-regulation as predictors of mathematics achievement: A multilevel structural equation model. Asia Pacific Journal of Educational Development, 3(1), 79-91. [More Information]
  • Bennett, J., Tognolini, J., Pickering, S. (2012). Establishing and applying performance standards for curriculum-based examinations. Assessment in Education: Principles, Policy and Practice, 19(3), 321-339. [More Information]
  • Tognolini, J., Stanley, G. (2010). Standards-referenced assessment: A tool and means to the development of human capital and capacity building in education. Examinations Research (Journal of Tianjin Municipal Educational Admission and Examinations Authority in China), 2010 (2), 4-20.
  • Sadeghi, R., Tognolini, J. (2007). Does the Rasch Model work for equating? Journal of Iranian Psychologists, 1(3), 12-28.
  • Tognolini, J., Stanley, G. (2007). Standards-based assessment a tool and means to the development of capital and capacity building in education. Australian Journal of Education, 51(2), 129-145.
  • Tognolini, J., Stanley, G. (2007). Standards-based assessment: A tool and means to the development of human capital and capacity building in education. Australian Journal of Education, 51(2), 129-145. [More Information]

Conferences

  • Twing, J., Tognolini, J. (2014). Most measures are still uncommon: The need for comparability. 40th Annual Conference of the International Association for Educational Assessment - Assessment Innovations for the 21st Century, Singapore: International Association for Educational Assessment (IAEA). [More Information]
  • Tognolini, J. (2005). Using online assessment to inform teaching and learning in primary and secondary classrooms. ACER Research Conference 2005, Melbourne. [More Information]

Research Reports

  • Tognolini, J., Twing, J. (2013). Normalization of the Joint Institute of Technology Joint Entrance Examination (JEE) and State Specific Institutes of Technology (IITs) for selection when assumptions are violated, Report for the Central Board of Secondary Education & Centre for Assessment, Evaluation and Research, India: .
  • Masters, G., Forster, M., Matters, G., Tognolini, J. (2006). Australian Certificate of Education: Exploring a way forward, Report produced for the Department of Education, Science and Training of the Australian Government, Australia: Australian Council for Educational Research. [More Information]
  • Tognolini, J. (2006). Meeting the challenge of assessing in a standards based system, Australia: School Curriculum and Standards Authority, WA. [More Information]
  • Tognolini, J. (2005). Benchmarks revisited: Using alternative measures to estimate percentages achieving benchmark in numeracy and reading, Report for the New South Wales Department of Education and Training, Australia: ACER.
  • Tognolini, J. (2005). UAE National Aptitude Test Item Bank Project: A literature review, Report prepared for the UAE Ministry of Education. Dubai, United Arab Emirates: .
  • Tognolini, J. (2005). Variability of standards referenced assessment consultancy, Report for the New Zealand Qualifications Authority (NZQA), Wellington, New Zealand: .

2015

  • Ehrich, J., Howard, S., Tognolini, J., Bokosmaty, S. (2015). Measuring attitudes toward plagiarism: Issues and psychometric solutions. Journal of Applied Research in Higher Education, 7(2), 243-257. [More Information]

2014

  • Twing, J., Tognolini, J. (2014). Most measures are still uncommon: The need for comparability. 40th Annual Conference of the International Association for Educational Assessment - Assessment Innovations for the 21st Century, Singapore: International Association for Educational Assessment (IAEA). [More Information]
  • Mok, M., Wong, M., Su, M., Tognolini, J., Stanley, G. (2014). Personal best goal and self-regulation as predictors of mathematics achievement: A multilevel structural equation model. Asia Pacific Journal of Educational Development, 3(1), 79-91. [More Information]

2013

  • Tognolini, J., Davidson, M. (2013). Assessment, standards-referencing and standard setting. In M. M. C. Mok (Eds.), Self-directed learning oriented assessments in the Asia-Pacific, (pp. 23-41). Dordrecht: Springer.
  • Tognolini, J., Twing, J. (2013). Normalization of the Joint Institute of Technology Joint Entrance Examination (JEE) and State Specific Institutes of Technology (IITs) for selection when assumptions are violated, Report for the Central Board of Secondary Education & Centre for Assessment, Evaluation and Research, India: .

2012

  • Bennett, J., Tognolini, J., Pickering, S. (2012). Establishing and applying performance standards for curriculum-based examinations. Assessment in Education: Principles, Policy and Practice, 19(3), 321-339. [More Information]

2010

  • Brown, I., Lockyer, L., Caputi, P., Tognolini, J. (2010). Multimodality, multiliteracy and visual literacy: Where does assessment fit? In M. Avgerinou, R. E. Griffin & P. Search (Eds.), Critically engaging the digital learner in visual worlds and virtual environments, (pp. 71-78). Loretto, PA: International Visual Literacy Association.
  • Tognolini, J., Stanley, G. (2010). Standards-referenced assessment: A tool and means to the development of human capital and capacity building in education. Examinations Research (Journal of Tianjin Municipal Educational Admission and Examinations Authority in China), 2010 (2), 4-20.

2007

  • Sadeghi, R., Tognolini, J. (2007). Does the Rasch Model work for equating? Journal of Iranian Psychologists, 1(3), 12-28.
  • Tognolini, J., Stanley, G. (2007). Standards-based assessment a tool and means to the development of capital and capacity building in education. Australian Journal of Education, 51(2), 129-145.
  • Tognolini, J., Stanley, G. (2007). Standards-based assessment: A tool and means to the development of human capital and capacity building in education. Australian Journal of Education, 51(2), 129-145. [More Information]

2006

  • Masters, G., Forster, M., Matters, G., Tognolini, J. (2006). Australian Certificate of Education: Exploring a way forward, Report produced for the Department of Education, Science and Training of the Australian Government, Australia: Australian Council for Educational Research. [More Information]
  • Tognolini, J. (2006). Meeting the challenge of assessing in a standards based system, Australia: School Curriculum and Standards Authority, WA. [More Information]

2005

  • Tognolini, J. (2005). Benchmarks revisited: Using alternative measures to estimate percentages achieving benchmark in numeracy and reading, Report for the New South Wales Department of Education and Training, Australia: ACER.
  • Tognolini, J. (2005). UAE National Aptitude Test Item Bank Project: A literature review, Report prepared for the UAE Ministry of Education. Dubai, United Arab Emirates: .
  • Tognolini, J. (2005). Using online assessment to inform teaching and learning in primary and secondary classrooms. ACER Research Conference 2005, Melbourne. [More Information]
  • Tognolini, J. (2005). Variability of standards referenced assessment consultancy, Report for the New Zealand Qualifications Authority (NZQA), Wellington, New Zealand: .

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