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Cambridge Language Sciences

Interdisciplinary Research Centre
 
Areas of Interest: 
Psychometrics, Automated assessment of writing and speaking, Computer adaptive testing, Cognitive processes in writing, Identity development in writing, Plagiarism

Biography

I am currently the Head of Marking & Results at Cambridge Assessment English, University of Cambridge. The Marking & Results team is responsible for development of the exam board's marking capabilities, applying research and evidence to ensure best practice in language testing. We work closely with the Automated Language Teaching and Assessment (ALTA) Institute at University of Cambridge, and English Language iTutoring (ELiT).

My research interests are in writing assessment, scale development and use of AI, specifically machine learning. I was previously the lead for writing research at Cambridge English and my work is informed by prior experience as an instructor. This experience includes teaching writing to undergraduate students and also basic literacy skills to offenders for the Probation Service. I have published research on writing, test validity and medical selection. I hold a PhD in Psychology and am an Associate Fellow of the British Psychological Society.

Prior to joining Cambridge Assessment English, I lectured in Social Psychology and Research Methods at Loughborough University, Birmingham City University and the University of Derby. Outside of academic and research settings, I worked for the Probation Service delivering offender behaviour programmes, and also supported vulnerable homeless people as a project worker at an emergency night shelter.

Publications

Key publications: 

McElwee, S, Cheung, K Y F, Cromie, S R T, Shannon, M and Gallacher, T (2019) Revising the BioMedical Admissions Test (BMAT) to improve impact and washback for candidates and support fair access to test preparation. Assessment in Education: Principles, Policy and Practice. DOI: 10.1080/0969594X.2019.1639133

Cheung, K Y F, Elander, J, Stupple, E J N and Flay, M (2018) Academics’ understandings of the authorial academic writer: A qualitative analysis of authorial identity, Studies in Higher Education 43(8), 1468-1483. DOI: 10.1080/03075079.2016.1264382

Cheung, K Y F, McElwee, S and Emery, J (Eds) (2017) Applying the Socio-cognitive Framework to the BioMedical Admissions Test: Insights from Language Assessment, Studies in Language Testing volume 49, Cambridge: Cambridge University Press.

Cheung, K Y F, Stupple, E J N and Elander, J (2017) Development and validation of the Student Attitudes and Beliefs about Authorship Scale (SABAS): A psychometrically robust measure of authorial identity, Studies in Higher Education 42(1), 97-114. DOI: 10.1080/03075079.2015.1034673

Stupple, E, Maratos, F, Elander, J, Hunt, T, Cheung, K Y F and Aubeeluck, A (2017) Development of the Critical Thinking Toolkit (CritTT): A measure of student attitudes and beliefs about critical thinking, Thinking Skills and Creativity 23, 91-100. DOI: 10.1016/j.tsc.2016.11.007

 

Head of Marking and Results

Contact Details

Email address: 
+44 (0)1223 553311

Affiliations

Classifications: 

What we do

Cambridge Language Sciences is an Interdisciplinary Research Centre at the University of Cambridge. Our virtual network connects researchers from five schools across the university as well as other world-leading research institutions. Our aim is to strengthen research collaborations and knowledge transfer across disciplines in order to address large-scale multi-disciplinary research challenges relating to language research.

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