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Dr Catarina F Dias Filipe Pancada Correia
740
20 Bedford Way
London
WC1H 0AL
Appointment
- Lecturer in Education
- IOE - Curriculum, Pedagogy & Assessment
- UCL Institute of Education
Biography
I joined King's College London (in 2014) as a Research Associate investigating classroom assessment, inquiry-based learning, and teacher education. Here, I had the opportunity to work with Professors Christine Harrison and Paul Black on Assessment for Learning. This experience was key for my commitment to educational assessment.
In April 2019, I joined the UCL and IoE. Today, I am a Lecturer in Educational Assessment and my research interests focus on classroom assessment, students' assessment literacy and identity construction, participatory approaches to assessment, and teacher education.
I co-lead the MA in Education (Assessment) route with Professor Mary Richardson
I am a founding member and director of the Educational Assessment Group at the IoE
Member of AEA-Europe and BERA
Reviewer for the journals Assessment in Education: Principles, Policy & Practice, International Journal of Science Education, and Research in Science & Technological Education.
My previous career and career transition years
I started my academic career as a researcher in thermochemistry (I completed my PhD in 2005 in Physical Chemistry at the University of Lisbon, Portugal). From 2006 to 2008, I joined Ecole Polytechnique (France) as a post-doctoral researcher studying structural characterisation of biomolecules using both spectroscopic (IRMPD-MS) and computational methods (DFT). In 2009, I joined the University of Evry (France) as a part-time researcher and lecturer in chemistry.
With time, I became more and more interested in individuals and their development and wanted to change my career but was unsure on what direction to take. So in 2009, I combined my university position with taking an MA degree in Humanitarian Relief/Aid. I was awarded the degree with a dissertation focusing on interpersonal conflict management in expatriated teams (IRIS, France). The following year, I moved to Mumbai in India and joined for the ORF policy think-thank looking at policy in upper-secondary science education. In 2011, I joined the Freudental Institute at University of Utrecht in the Netherlands. This marked the beginning of my career in education.
Research Summary
Where is my Exam? (September 2021 - )
The aim of this project is to explore students experiences with A-Level qualifications in England, in terms of their preparation and exam taking experiences. We are focusing on the 2021-22 cohort. We are adopting a mixed methods approach.
Practical Assessment in School Science (PASS) (January 2018-December 2020)
The principal aim of our project is to identify the features of written examination questions that discriminate between students who have had substantial hands-on experience of practical work in GCSE science and those who have not. This project is important because recent changes in assessment mean practical skills are now wholly assessed through written examination questions. In view of this, we need to explore how practical skill s can be assessed validly at GCSE level. We are developing a series of tasks in which Year 10 students will experience a practical activity either as hands-on practical work, as a video, as a teacher demonstration, or as a written description. Students will then complete written examination-style questions relating to the tasks. This project is a collaboration between the Science Groups at the University of York, led by Professor Judith Bennett, and King’s College London, led by Dr. Chris Harrison. The project is funded by the Wellcome trust, Gatsby Foundation and the Royal Society.
Assess Inquiry in Science, Technology and Mathematics Education (ASSISTME) (September 2014 - December 2016)
We have conducted research on how primary and secondary science and maths teachers perceived and enacted formative assessment in inquiry lessons. We focused on informal assessment conversations (on-the-fly interactions) that take place in a lesson as the inquiry activity unfolds. The research allowed us to gain a better understanding of the opportunities and dilemmas that teachers face while making a myriad of pedagogical decisions to support their students’ learning as it is taking place in the lesson. We also identified different conversational patterns that shape learners’ autonomy and self-regulation of learning. Our research enabled us to gather insights in best ways of supporting teachers in developing their teaching and assessment practices in the context of inquiry pedagogy. This project was funded by the European Union FP7 framework.
Teaching Summary
Now
In 2020, I joined the MA in Education (Assessment) Team at UCL-IoE and started teaching educational assessment.
Here, I am Module Leader of Assessment: Issues and Practice CPAS0062, Assessment for Learning CPAS0061, and Dissertation and Report CPAS0070
I am a Tutor in Educational Testing CPAS0069. In addition, I supervise student dissertations/reports in MA in Education (Assessment).
I am also supervisor in our EdD programme.
Before
From 2019-2020, I tutored in What is Education CPAS0134 and Understanding Research CPAS0117 modules in the MA in Education, and supervised student dissertations.
From 2016-2019, I taught in the PGCE science programme at King’s College London. Teaching sessions on Assessment For Learning, Practical Science, and Chemistry Education.
From 2004-2010, I taught both undergraduate and post graduate taught chemistry and biochemistry courses at University of Lisbon (Portugal) and Ecole Polytechnique and Universite d’Evry (France).
Appointments
| 01-APR-2019 | Lecturer in Education | Curriculum, Pedagogy and Assessment | UCL - Institute of Education, United Kingdom |
| 01-SEP-2014 | Research Associate | School of Education, Communication and Society | King's College London, United Kingdom |
