Details
Office: Schofield SCH.0.29
Tel. +44 (0) 1509 228217
I.Jones@lboro.ac.uk
Address
MEC
Schofield Building
Loughborough University
Loughborough
Leicestershire
LE11 3TU
United Kingdom
Links
Research Update
No More Marking
Nuffield GCSE
Nuffield MCU
RME journal
BSRLM
Maths Cognition Group
Culture, Pedagogy and Identity Group
The Fall


Ian Jones
I am a Lecturer in the Mathematics Education Centre at Loughborough University and a Fellow of the Higher Education Academy. Prior to this I was a Senior Research Fellow funded by a Royal Society Shuttleworth Education Research Fellowship.
Research Interests
My main interest is in improving the quality of assessment at all levels of education using Comparative Judgement approaches. Comparative Judgement involves no mark schemes and no marking. It is instead based on expert pairwise judgement of student work. My research has explored the potential of Comparative Judgement for
Improving the validity of assessment in mathematics and other subjects
Enabling the use of expert judgement without loss of reliability
Comparing standards of achievement over time and across institutions
Measuring conceptual understanding quickly and efficiently
Improving the validity and reliability of peer assessment
I am also interested in the transition from arithmetic to algebra when pupils move from primary to secondary school, and in particular the role that understanding mathematical equivalence has to play.
I am a member the Mathematical Cognition Group, the Culture, Pedagogy and Identity Group, and am the Scientific Advisor for No More Marking. I recently sat on the Royal Society Vision Committee for science and mathematics education 419 and was secretary of the British Society for Research into Learning Mathematics. I currently sit on the Editorial Board of Research in Mathematics Education.
Other Roles
I lead on the Modelling with Mathematics and Statistics module, the Multiple Representations and the Learning of Mathematics module, and the online LUMEN (Loughborough University Mathematics for Engineers) course. My other teaching duties include developing STACK assessments for use in mathematics modules. I edit the Research Update newsletter for teachers interested in engaging with mathematics education research. I am departmental Impact Coordinator for the MEC.
Recent Grants
20132016. Nuffield Foundation. Measuring conceptual understanding: The case of teaching with abstract and concrete representations. (With Matthew Inglis and Camilla Gilmore). [project page]
20142015. No More Marking Ltd. Developing secondary education progress measures in Mathematics and English.
20092014. Royal Society Shuttleworth Education Research Fellowship. Removing the mismatch between intentions and outcomes in GCSE mathematics.
2013. AQA. Investigating standards across Alevel mathematics syllabuses. (With Matthew Inglis).
2012. Mapping University Mathematics Assessment Practices project. Summative peer assessment of undergraduate calculus using Adaptive Comparative Judgement. (With Lara Alcock). [project page]
2012. Higher Education Academy. Diversifying practice in assessing the mathematical needs of undergraduate students. [workshop page]
20112012. Nuffield Foundation. Improving the quality of GCSE mathematics examinations. (With Matthew Inglis).
20102010. Nuffield Foundation. Investigating validity and reliability in GCSE mathematics examinations. [project page]
20092010. Esmée Fairbairn Foundation. How should the equals sign be taught? (With Matthew Inglis and Camilla Gilmore.)
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Recent Publications
Journal Papers
Sangwin, C. and Jones, I. (2016). Asymmetry in student achievement on multiplechoice and constructedresponse items in reversible mathematics processes.
Educational Studies in Mathematics, doi:10.1007/s1064901697254. [repository] [preprint (pdf)] [official]
Jones, I., Humphries, S., Wheadon, C. und Inglis, M. (2016). Wie vergleicht man den Anspruch mathematischer Prüfungen? Die A levels in England, Wales und Nordirland. Mitteilungen der Deutschen MathematikerVereinigung, 24, 100103. [official]
Alcock, L., Ansari, D., Batchelor, S., Bisson, M., De Smedt, B., Gilmore, C., Gbel, S., Hannula Sormunen, M., Hodgen, H., Inglis, M., Jones, I., Mazzocco, M., McNeil, N., Schneider, M., Simms, V., and Weber, K. (2016). Challenges in mathematical cognition: A collaborativelyderived research agenda. Journal of Numerical Cognition, 2, 2041 [official]
Bisson, M., Gilmore, C., Inglis, M. and Jones, I. (2016). Measuring conceptual understanding using comparative judgement.
International Journal of Research in Undergraduate Mathematics Education, 2, 141164. [repository] [preprint (pdf)] [official]
Jones, I., Humphries, S., Wheadon, C. and Inglis, M. (2016). Fifty years of Alevel Mathematics: Have standards changed? British Educational Research Journal, 42, 543–560. [repository] [preprint (pdf)] [official]
Jones, I. and Wheadon, C. (2015). Peer assessment using comparative and absolute judgement. Studies in Educational Evaluation, 47, 93101. [repository] [preprint (pdf)] [official]
Jones, I. (2015). Building bridges that are functional and structural. Constructivist Foundations, 10, 332–333. [repository] [official]
Jones, I. and Inglis, M. (2015). The problem of assessing problem solving: Can comparative judgement help? Educational Studies in Mathematics, 89, 337355. [repository] [preprint (pdf)] [official]
McMahon, S. and Jones, I. (2014). A comparative judgement approach to teacher assessment. Assessment in Education: Principles, Policy & Practice, 22, 368389. [repository] [official]
Jones, I., Swan M. and Pollitt, A. (2014). Assessing mathematical problem solving using comparative judgement. International Journal of Science and Mathematics Education, 13, 151177. [repository] [official]
Adesina, A., Stone, R., Batmaz, F. and Jones, I. (2014). Touch Arithmetic: A processbased ComputerAided Assessment approach for capture of problem solving steps in the context of elementary mathematics. Computers & Education, 78, 333343. [repository] [official]
Jones, I. and Alcock, L. (2014). Peer assessment without assessment criteria. Studies in Higher Education, 39, 17741787. [repository] [official]
Jones, I., Inglis, M., Gilmore, C. and Evans, R. (2013). Teaching the substitutive conception of the equals sign. Research in Mathematics Education, 15, 3449. [repository] [official]
Jones, I., Inglis, M., Gilmore, C. and Dowens, M. (2012). Substitution and sameness: Two components of a relational conception of the equals sign. Journal of Experimental Child Psychology, 113, 166–176. [repository] [official]
Black, P., Burkhardt, H., Daro, P., Jones, I., Lappan, G., and Pead, D., and Stephens, M. (2012). Highstakes examinations to support policy:
design, development and implementation. Educational Designer, 5(2), 131. [repository] [official]
Jones, I. and Pratt, D. (2012). A substituting meaning for the equals sign in arithmetic notating tasks. Journal for Research in Mathematics Education, 43, 233. [repository] [preprint] [official]
Book reviews
Jones, I. (2015). Review of "Algebra teaching around the world" edited by Frederick Koon Shing Leung, Kyungmee Park, Derek Holton and David Clarke. Educational Studies in Mathematics. [repository] [preprint (pdf)] [official]
Jones, I. (2012). Review of "Early algebraization: a global dialogue from multiple perspectives" edited by Jinfa Cai and Eric Knuth. Research in Mathematics Education, 14, 301308. [preprint (pdf)] [official]
Book chapters
Jones, I. (2013). The fitness and impact of GCSE mathematics examinations. In Mendick, H. and Leslie, D. (Eds.) Debates in Mathematics Education, pp. 186195. London: Routledge.
Jones, I. and Alcock, L. (2012). Summative peer assessment of undergraduate calculus using Adaptive Comparative Judgement. In Iannone, P. and Simpson, A. (Eds.) Mapping University Mathematics Assessment Practices, pp. 6374. Norwich: University of East Anglia. [pdf]
Recent Refereed Conference Papers
Jones, I. and Karadeniz, I. (2016). An alternative approach to assessing achievement. The 40th Conference of the International Group for the Psychology of Mathematics Education. (Vol. 3, pp. 5158). Szeged, Hungary. [repository]
Hunter, J. and Jones, I. (2015). Measuring teacher awareness of children’s understanding of equivalence. Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education. (Vol. 3, pp. 8188). Tasmania. [repository]
Adesina, A., Stone, R., Batmaz, F. and Jones, I. (2015). A SemiAutomatic ComputerAided Assesment Approach for Marking and Providing Feedback Comments. 7th International Conference on Computer Supported Education. Lisbon, Portugal. [repository]
Evans, S., Jones, I. and Dawson, C. (2014). Do subject specialists produce more useful feedback than nonspecialists when observing mathematics lessons? Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education. (Vol. 3, pp. 3340). Vancouver, Canada. [repository]
Jones, I., Inglis, M., Gilmore, C, and Hodgen, J. (2013). Measuring conceptual understanding: The case of fractions. In A. M. Lindmeier and A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education. (Vol. 3, pp. 113120). Kiel, Germany. [repository]
Adesina, A., Stone, R., Batmaz, F. and Jones, I. (2013). Use of multitouch gestures for capturing solution steps in arithmetic word problems. 5th International Conference on Computer Supported Education (pp. 210215). Aachen, Germany.
[repository]
Recent Professional Journals
Jones, I. (in press). It's easy to judge. Mathematics Teaching, 248.
Jones, I. and Inglis, M. (2013). Judgemental Mathematics. The Actuary.
Jones, I. (2013). Let students judge: Assessing nebulous knowledge. ALT Newsletter. [official]
Jones, I., Inglis, M. and Gilmore, C. (Summer 2013). Equality in the primary maths classroom. Primary Maths, 1213.
Recent Other
Jones, I., Inglis, M. and Gilmore, C. (2011). Imperative and punctuative operational conceptions of the equals sign. Informal Proceedings of the British Society for Research into Learning Mathematics, 31(1), 7984. [official (pdf)].
Jones, I. (2010). Why do GCSE examination papers look like they do? Informal Proceedings of the British Society for Research into Learning Mathematics, 30(3), 6166. [official (pdf)].
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Recent Presentations
Jones, I. (November 2016). Snapshots of deep learning over time: A novel approach to measuring student progress. AEAEurope Conference, Cyrpus.
Jones, I. (October 2016). Comparative judgement for robust assessment: The case of mathematics. Royal Society: Assessing experimental science in 1118 education: New research directions.
Jones, I. (September 2016). Bin that rubric: A better way to assess conceptual understanding. EAMS Conference, University of NewcastleuponTyne.
Jones, I. (September 2016). Conceptual understanding: You know it when you see it. CETLMSOR Conference, Loughborough University.
Jones, I. (September 2016). Promoting and assessing conceptual understanding of mathematics. MatRIC Confer ence, Loughborough University.
Jones, I. and Karadeniz, I. (August 2016). An alternative approach to assessing achievement. PME40, Hungary.
Jones, I. (June 2016). A conceptual approach to assessing mathematics. University of Nottingham.
Jones, I. (March 2016). A conceptual approach to assessing achievement in mathematics. University of Oxford.
Jones, I. (March 2016). A conceptual approach to assessing mathematics. The 9th Annual UK Rasch User Group Day, Durham University.
Jones, I. (February 2016). A conceptual approach to assessing achievement and progress. British Society for Research into Learning Mathematics day conference, Manchester Metropolitan University.
Jones, I. (November 2015). Assessing conceptual understanding of mathematics using comparative judgement. University of Leicester.
Jones, I. (November 2015). Randomised controlled trials and comparative judgement. AEAEurope Conference, University of Glasgow.
Jones, I. (September 2015). Promoting and assessing conceptual understanding of mathematics. MatRIC Conference, Loughborough University.
Brown, M. and Jones, I. (April 2015). Vision for science and mathematics education. Heads of Departments of Mathematical Sciences conference, University of Birmingham.
Jones, I. (March 2015). Measuring conceptual understanding of STEM subjects using comparative judgement. The 9th Annual UK Rasch User Group Day, Pearson, London.
Jones, I. (November 2014). Mathematics education and comparative judgement. Association for Educational Assessment  Europe conference, Tallinn.
Jones, I., Inglis, M. and Sirl, D. (March 2014). Blatant violation of independence: Should statistical tests be conducted on comparative judgement data? The 8th Annual UK Rasch User Group Day, University of York.
Jones, I., Inglis, M., Wheadon, C. and Humphries, S. (March 2014). Has Advancedlevel Mathematics got easier over time? British Society for Research into Learning Mathematics day conference, King’s College London.
Jones, I., Inglis, M., Wheadon, C. and Humphries, S. (November 2013). A comparative judgement study of national assessment standards. Association for Educational Assessment  Europe conference, Paris.
Jones, I. (November 2013). Mathematical understanding: You know it when you see it. MathSpeak2013 conference, London.
Jones, I. (October 2013). Measuring conceptual understanding in mathematics. University of Durham.
Jones, I. (March 2013). The problem solving problem: Can comparative judgement help? Cambridge Assessment.
Jones, I. and Whythe, H. (March 2013). Modelling comparative judgement data for educational assessment: Some issues arising. 7th UK Rasch Users Day meeting, Manchester.
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