Quality and Innovation in Assessment

What we do

Our mission is to deliver high quality, meaningful assessments, which balance statistical measures of quality alongside broader evidence of validity.  This has led to a clearly defined programmatic approach to assessment, with a strong ethos on assessment for learning and positive impact for all assessment stakeholders.  The quality control programme which underpins our assessment is informed through scholarship, widely recognised in the academic literature and has a strong, practical impact in the healthcare assessment community.  This has been recognised through an ASPIRE award for assessment excellence, the first such assessment award within Europe.

Underpinning this success is an active programme of scholarship via the Leeds Assessment Research Group (ARG).  Our group draws on expertise from individuals with complimentary assessment skills (mathematics, psychometrics, assessment policy, item design and psychology) which lead to a high level of synergy. The ARG has a national and international reputation for assessment scholarship, publishing extensively and running high impact workshops and research presentations at leading educational conferences, including AMEE and the prestigious Foundations and International Advanced Assessment Courses.

Areas of expertise relate to performance testing (OSCE and WBA), knowledge testing and the assessment of professionalism as well as broader issues relating to quality (analysis, remediation and (re) design of assessment).  The group supervises a number of undergraduate, Masters and PhD student research projects relating to assessment and quality improvement. 

All of our members hold advisory roles in Medical Education (including roles within the GMC, ASME and AMEE) and we continue to provide a range of assessment consultancy across the world. Our internal scholarship work has had a significant impact on student education with novel innovations in assessment and feedback design. Specifically, with the introduction of assessment methods, such as sequential testing and workplace assessment apps, in order to try and deliver more personalised assessment and feedback to students.

Key publications

Key publications our team has contributed to

  1. Fuller R, Homer MS, Pell G, Hallam J. 2017. Managing extremes of assessor judgement within the OSCE. Medical Teacher. 39(1), pp. 58-66.
  2. Homer, M. and Darling, J.C. 2016. Setting standards in knowledge assessments: Comparing Ebel and Cohen via Rasch. Medical Teacher. 38(12),pp.1267–1277.
  3. Homer, M., Fuller, R. and Pell, G. 2017. The benefits of sequential testing: Improved diagnostic accuracy and better outcomes for failing students. Medical Teacher. 0(0),pp.1–10.
  4. Pell, G., Boursicot, K. and Roberts, T. 2009. The trouble with resits …. Assessment & Evaluation in Higher Education. 34,pp.243–251.
  5. Pell, G., Fuller, R., Homer, M. and Roberts, T. 2013. Advancing the objective structured clinical examination: sequential testing in theory and practice. Medical Education. 47(6),pp.569–577.
  6. Pell, G., Fuller, R., Homer, M. and Roberts, T. 2010. How to measure the quality of the OSCE: A review of metrics - AMEE guide no. 49. Medical Teacher. 32(10),pp.802–811.
  7. Pell, G., Fuller, R., Homer, M. and Roberts, T. 2012. Is short-term remediation after OSCE failure sustained? A retrospective analysis of the longitudinal attainment of underperforming students in OSCE assessments. Medical teacher. 34(2),pp.146–150.
  8. Fuller R, Joynes V. Should mobile learning be compulsory for preparing students for learning in the workplace? British Journal of Educational Technology. 2015. Vol. 46: 153-158.


Who we are


Professor Richard Fuller

View our team members

Contact us

Professor Richard Fuller
Leeds Institute of Medical Education
7.09 Worsley Building
Clarendon Way
Leeds, LS2 9NL

Telephone: +44 (0)113 343 8356
Email: R.Fuller@leeds.ac.uk

Twitter: @LeedsARG