Professor Jo-Anne Baird

Director, Oxford University Centre for Educational Assessment, Department of Education

Professorial Fellow of St Anne’s College

University of Oxford

Jo-Anne Baird is Professor of Educational Assessment and Director of the Oxford University Centre for Educational Assessment. Her research focuses on the systemic aspects of educational assessment, working closely with industry and governments to develop and evaluate assessment systems.

She has played a key role in national reviews of qualification systems in Wales, Scotland, and England. Jo-Anne is currently Co-Editor of the Oxford Review of Education, one of the leading international journals in the field.

Her leadership experience includes serving as President of the Association for Educational Assessment-Europe and as Director (Dean) of the Department of Education at the University of Oxford. She has also contributed to policymaking as a Standing Advisor to the UK Parliament’s Select Committee on Education.

Jo-Anne was a member of the influential Assessment Reform Group, whose research on formative assessment has shaped policies in multiple countries. She holds an Honorary Degree from the University of Bergen and is a Fellow of the Academy of Social Sciences in the UK.

Her recent research explores assessment standards, the resilience of qualification systems, international tests, assessment policy, and the paradigms of educational assessment.

Biotechnology of Human Nature – Are Educational Outcomes Predicted by our Genes?

In the 20th century, there was a great deal of scientific debate about the extent to which human intelligence, or IQ scores, and educational outcomes were caused by our genes. At that time, twin studies were the height of our technology. Different studies and researchers drew conclusions ranging from 40-60% of the variability in intelligence scores being associated with genetic causes. This century has seen exciting advances in genetic analysis techniques in the field of genomics, allowing scientists to tackle the old debates on the causal effects of nature and nurture on educational outcomes and intelligence scores. Using the most recent techniques, geneticists have made exciting breakthroughs in the past 10-15 years. Large DNA databanks have made it possible to move beyond twin studies to genome-wide association studies (GWAS) in which myriad differences between people in single nucleotide pairs on the genome can be compiled into a statistical indicator for behavioural outcomes such as IQ scores or educational outcomes. These single nucleotide pair indicators (SNPs - “snips”) are termed polygenic indices and have predicted significant amounts of variance in outcomes. This presentation will trace the modern history of the advances in social science genomics and the extent of their predictive power. Debates between key protagonists in the field will be outlined. Social and educational implications of different positions on the extent to which genes are responsible for educational outcomes will be considered. What should educational policies of the future look like, given the most up to date science in this area?

Relevance to Curriculum, Pedagogy & Assessment: This session considers the implications of genetic prediction for curriculum access, pedagogical support, and the fair, ethical interpretation of assessment evidence. It highlights the importance of avoiding deterministic assumptions about learners’ potential and educational outcomes.