Professor Harry Torrance

Professor Harry Torrance

Professor

My profile

Biography

I gained my PhD from the Centre for Applied Research in Education, University of East Anglia, where I studied with Barry MacDonald, Jean Rudduck and Lawrence Stenhouse. I was Research Fellow at the University of Southampton, working with Roger Murphy (1982-89) and Lecturer, Reader and Professor at the University of Sussex (1989-2003) prior to moving to MMU in 2003. I am an elected Academician of the UK Academy of Social Sciences.

Prizes and awards

Elected Academician of the UK Academy of Social Sciences

Other distinctions

Appointed member of the ESRC Peer Review College.

Expert reviewer for external funding bodies

Referee for various sponsors including Nuffield Foundation, British Academy, the Social Sciences and Humanities Research Council of Canada, Research Council of Hong Kong, the World Bank and the Estonian Science Foundation.

Editorial Board membership

Series editor of series of books on research methods: Conducting Educational Research for the Open University Press; thirteen titles in print

Series editor of a series of books on assessment: Assessing Assessment for the Open University Press; nine titles in print

Member of the editorial boards of:

  • Assessment in Education (1994-present)
  • Cambridge Journal of Education (2000-present)
  • International Journal of Educational Research (2004-present)
  • Educational Research (journal of the NFER, 2005-present)
  • International Review of Qualitative Research (2007-present)

Formerly co-editor of the:

  • British Educational Research Journal (2000-2003)

Formerly member of the editorial board of the:

  • British Educational Research Journal and
  • Journal of Curriculum Studies (1990-1993)

Get in touch

0161 247 2321
Brooks Building

Impact

Member of the ‘Bartholomew Report’ Panel reviewing ESRC Doctoral Training Centres, see: http://www.esrc.ac.uk/files/skills-and-careers/studentships/full-report-review-of-the-esrc-doctoral-training-centres-network/

Projects

Selected funded projects:

2014-15 HEFCE £158,000
Investigating the expectations and attitudes towards postgraduate taught (PGT) STEM study in Engineering with David Lambrick (Engineering, MMU) and Yvette Solomon (ESRI)

2008-09 Economic and Social Research Council (ESRC) £10,000
Consultancy to ESRC Strategic Review 2010-2015: ‘Meta review of ESRC Key Research Challenge: ducation for Life’: preparation of 10,000 word review paper.

2007-08 ESRC £10,000
Consultancy to Review ESRC Investment in Educational Research: preparation of 10,000 word review paper.

2006-07 ESRC via TLRP Thematic Development £5,000
Reviewing Reviews (with Sebba, University of Sussex)

2005-2006 ESRC £46,536
Investigating Effective Strategies for Maths Teaching at Key Stage 3 (with Una Hanley)

2003-2005 Learning and Skills Development Agency (LSDA) £226,000
The Impact of Different Modes of Assessment on Achievement and Progress in the Learning and Skills Sector

2003 Learning and Skills Development Agency (LSDA) £39,000
Research Review of the Impact of Summative Assessment on Students’ Motivation to Learn in the Learning and Skills Sector

2002-2005 EU Socrates/Minerva Programme, £41,000
Internet-based Assessment in Higher Education (Director of project at Sussex 2002-3; continued as co-director, with Dr. John Pryor (Sussex) to completion in 2005)

1997-99 ESRC £69,000
Investigating and Developing Formative Teacher Assessment in Primary Schools (with Pryor, University of Sussex)

1993-96 ESRC £113,000
Teacher Assessment at Key Stage 1: accomplishing assessment in the classroom

1989-97 British Council/Overseas Development Agency (ODA), c.£350,000
Evaluation of the Andhra Pradesh Primary Education Project (with B. Cooper and C. Lacey)

Research outputs

Research interests include:
the inter-relation of assessment, teaching and learning;
testing and educational standards;
the role of assessment in educational reform and policy development;
qualitative research methodology;
the development of applied research and the relationship between research and policy;
research governance and research management.
He has undertaken many research projects investigating these topics funded by a wide range of sponsors.

  • Books (authored/edited/special issues)

    Broadfoot, P., Murphy, R., Torrance, H. (2012) Changing Educational Assessment International Perspectives and Trends. Routledge.

    Torrance, H. (2012) Educational Assessment and Evaluation (Four-Volume Set in the Routledge ‘Major Themes in Education’ series, 2052pp). London: Routledge.

    Torrance, H. (2010) Qualitative Research Methods in Education (Four-Volume Set in the Sage Major Works series). London: Sage.

    Torrance, H., Colley, H., Garratt, D., Jarvis, J., Piper, H., Ecclestone, K., James, D. (2005) The impact of different modes of assessment on achievement and progress in the learning and skills sector. Learning and Skills Research Centre.

    Torrance, H. (1998) Investigating Formative Assessment: teaching, learning and assessment in the classroom,. Milton Keynes: Open University Press.

    Torrance, H. (1995) Evaluating authentic assessment problems and possibilities in new approaches to assessment. Open University.

    Torrance H (Editor), (1988) National Assessment and Testing - A Research Response. British Educational Research Association.

    Murphy, R., Torrance, H. (1988) The changing face of educational assessment. Open University.

    Murphy, R., Torrance, H. (1987) Evaluating Education Issues and Methods: An Open University Reader.

  • Chapters in books

    Torrance, H. (2018) 'Evidence, Criteria, Policy and Politics: the debate about quality and utility in educational and social research.' In Denzin, N., Lincoln, Y. (ed.) The Sage Handbook of Qualitative Research 5th Edition. SAGE Publications, Inc,

    Torrance, H. (2015) 'Investigating Research Power: Networks, Assemblages, and the Production of “Big” Social Science.' In Perez, M., Cannella, G., Pasque, P. (ed.) Critical Qualitative Inquiry Foundations and Futures (Eds Cannella, Perez & Pasque). Routledge, pp. 265-284.

    Torrance, H. (2014) 'Open Learning, Open Assessment? Learning, Assessment and Certification in a Global Education Competition’.' In Peters, Araya & Besley, (ed.) The New Development Paradigm: Education, Knowledge Economy and Digital Futures. New York: Peter Lang,

    Torrance, H. (2014) 'Philosophy is not enough: inserting methodology and politics into the space between science and democracy.' A Companion to Research in Education. Springer,

    Wyse, D., McCreery, E., Torrance, H. (2012) 'The trajectory and impact of national reform: Curriculum and assessment in English primary schools.' The Cambridge Primary Review Research Surveys. pp. 792-817.

    Torrance, H. (2012) 'Assessing Educational Reform: accountability, standards and the utility of qualifications.' In Young, Daniels, Balarin & Lowe J., (ed.) Educating for the Knowledge Economy? Critical Perspectives. Routledge,

    Torrance, H. (2011) 'Qualitative research, science and government: evidence, criteria, policy and politics.' The SAGE handbook of qualitative research, 4th ed. SAGE Publications, Inc,

    Wyse, D., McCreery, E., Torrance, H. (2009) 'The trajectory and impact of national reform: curriculum and assessment in english primary schools.' In Alexander, R., Doddington, C., Gray, J., Hargreaves, L., Kershner, R. (ed.) The Cambridge Primary Review Research Surveys. London: Routledge,

    Torrance, H. (2009) 'Pursuing the wrong indicators? The development and impact of test-based accountability.' The SAGE international handbook of educational evaluation. SAGE,

  • Journal articles

    Torrance, H. (2019) 'The Research Excellence Framework (REF) in the UK: processes, consequences and incentives to engage.' Qualitative Inquiry, 26(7) pp. 771-779.

    Torrance, H. (2018) 'Data as Entanglement: New Definitions and Uses of Data in Qualitative Research, Policy, and Neoliberal Governance.' Qualitative Inquiry, 25(8) pp. 734-742.

    Torrance, H. (2018) 'The Return to Final Paper Examining in English National Curriculum Assessment and School Examinations: Issues of Validity, Accountability and Politics.' British Journal of Educational Studies, 66(1) pp. 3-27.

    Torrance, H. (2017) 'Experimenting With Qualitative Inquiry.' Qualitative Inquiry, 23(1) pp. 69-76.

    Torrance, H. (2015) 'Blaming the victim: assessment, examinations, and the responsibilisation of students and teachers in neo-liberal governance.' Discourse: studies in the cultural politics of education, 38(1) pp. 83-96.

    Torrance, H. (2014) 'Qualitative Research in the UK: Short-Term Problems, Long-Term Issues.' Qualitative Inquiry, 20(9) pp. 1110-1118.

    Torrance, H. (2013) 'The Practice of Educational and Social Research.' International Review of Qualitative Research, 6(3) pp. 323-336.

    Torrance, H. (2012) 'Formative assessment at the crossroads: Conformative, deformative and transformative assessment.' Oxford Review of Education, 38(3) pp. 323-342.

    Torrance, H. (2012) 'Triangulation, Respondent Validation, and Democratic Participation in Mixed Methods Research.' Journal of Mixed Methods Research, 6(2) pp. 111-123.

    Torrance, H. (2011) 'Using Assessment to Drive the Reform of Schooling: Time to Stop Pursuing the Chimera?.' British Journal of Educational Studies, 59(4) pp. 459-485.

    Wyse, D., Torrance, H. (2009) 'The development and consequences of national curriculum assessment for primary education in England.' Educational Research, 51(2) pp. 213-228.

    Torrance, H. (2008) 'Building confidence in qualitative research: Engaging the demands of policy.' Qualitative Inquiry, 14(4) pp. 507-527.

    Torrance, H. (2007) 'Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post-secondary education and training can come to dominate learning.'

    Torrance, H. (2007) 'Assessment in post-secondary education and training: Editorial introduction.' Assessment in Education: Principles, Policy and Practice, 14(3) pp. 277-279.

    Jacklin, A., Robinson, C., Torrance, H. (2006) 'When lack of data is data: Do we really know who our looked-after children are?.' European Journal of Special Needs Education, 21(1) pp. 1-20.

    Torrance, H. (2003) 'When is an 'evaluation' not an evaluation? When it's sponsored by the QCA? A response to Lindsay and Lewis.' British Educational Research Journal, 29(2) pp. 169-173.

    Torrance, H., Pryor, J. (2001) 'Developing formative assessment in the classroom: using action research to explore and modify theory.' British educational research journal, 27(5) pp. 615-631.

    Torrance, H. (2001) 'Assessment for learning: Developing formative assessment in the classroom.' International Journal of Phytoremediation, 29(3) pp. 26-32.

    Torrance, H. (1998) 'Learning from research in assessment: A response to writing assessment - Raters' elaboration of the rating task.' Assessing Writing, 5(1) pp. 31-37.

    Pryor, J., Torrance, H. (1997) 'Formative assessment in the classroom: Where psychological theory meets social practice.' Social Psychology of Education, 2(2) pp. 151-176.

    Cooper, B., Lacey, C., Torrance, H. (1996) 'Making sense of large-scale evaluation data: The case of the Andhra Pradesh primary education project.' International Journal of Educational Development, 16(2) pp. 125-140.

    Pryour, J., Torrance, H. (1996) 'Teacher-pupil interaction in formative assessment: Assessing the work or protecting the child?.' International Journal of Phytoremediation, 21(1) pp. 205-226.

    Stronach, I., Torrance, H. (1995) 'The Future of Evaluation: A retrospective.' Cambridge Journal of Education, 25(3) pp. 283-299.

    Baker, C., Claxton, G., Elwood, J., Gipps, C., Linn, M.C., Murphy, P., Nitko, A.J., Pryor, J., Torrance, H. (1995) 'Notes on Contributors.' Assessment in Education: Principles, Policy & Practice, 2(3) pp. 359-360.

    Torrance, H., Pryor, J. (1995) 'Investigating Teacher Assessment in Infant Classrooms: Methodological problems and emerging issues.' Assessment in Education: Principles, Policy & Practice, 2(3) pp. 305-320.

    TORRANCE, H. (1993) 'COMBINING MEASUREMENT-DRIVEN INSTRUCTION WITH AUTHENTIC ASSESSMENT - SOME INITIAL OBSERVATIONS OF NATIONAL ASSESSMENT IN ENGLAND AND WALES.' EDUCATIONAL EVALUATION AND POLICY ANALYSIS, 15(1) pp. 81-90.

    Lacey, C., Cooper, B., Torrance, H. (1993) 'Evaluating the Andhra Pradesh Primary Education Project: problems of design and analysis.' British Educational Research Journal, 19(5) pp. 535-554.

    Torrance, H. (1993) 'Formative Assessment: Some theoretical problems and empirical questions.' Cambridge Journal of Education, 23(3) pp. 333-343.

    Torrance, H. (1992) 'Research in Assessment: a response to Caroline Gipps.' British Educational Research Journal, 18(4) pp. 343-349.

    Torrance, H. (1991) 'Evaluating SATs—the 1990 pilot.' Cambridge Journal of Education, 21(2) pp. 129-140.

    Torrance, H. (1991) 'Researching the national curriculum: The bera task group on the curriculum.' Journal of Curriculum Studies, 23(4) pp. 341-343.

    Torrance, H. (1989) 'Theory Practice and Politics in the Development of Assessment.' Cambridge Journal of Education, 19(2) pp. 183-191.

    KIMBERLEY, K., HEXTALL, I., TORRANCE, H., MOON, B. (1989) 'NATIONAL ASSESSMENT AND TESTING - THE TGAT REPORT.' BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION, 10(2) pp. 233-251.

    Torrance, H. (1986) 'What can Examinations Contribute to School Evaluation?.' Educational Review, 38(1) pp. 31-43.

    Torrance, H. (1986) 'Expanding school-based assessment: Issues, problems and future possibilities.' Research Papers in Education, 1(1) pp. 48-59.

    Torrance, H. (1985) 'Current Prospects for School-based Examining.' Educational Review, 37(1) pp. 39-51.

    TORRANCE, H. (1984) 'TEACHER ASSESSMENT IN PUBLIC EXAMINATIONS.' JOURNAL OF CURRICULUM STUDIES, 16(4) pp. 417-420.

    Torrance, H. (1984) 'School‐based Examining: a mechanism for school‐based professional development and accountability.' British Educational Research Journal, 10(1) pp. 71-81.

    Torrance, H. (1981) 'The Origins and Development of Mental Testing in England and the United States.' British Journal of Sociology of Education, 2(1) pp. 45-59.

  • Conference papers

    Torrance, H. (2016) '‘Can the Assessment of Broader Curriculum Goals be Reconciled with Mechanisms of System Accountability? The Case of GCSE and A-level Examinations in England’.' In ECER/WERA Focal Group symposium, ECER, Budapest. CorvinusUniversity, Budapest,, 8/9/2015 - 11/9/2015.

    Torrance, H. (2016) 'Validity, or the lack of it, in English National Curriculum Assessment and School Examinations.' In Australian Association for Research in Education (AARE) 2015. Fremantle, WA, Australia, 29/11/2015 - 3/12/2015.

    Torrance, H. (2016) 'Building confidence in qualitative research - Engaging the demands of policy.' In 3rd Congress of Qualitative Inquiry. Univ Illinois, Urbana, IL, 4/5/2007 - 5/5/2007. Denzin, N.K., Giardina, M.D. (ed.) LEFT COAST PRESS, INC, pp. 55-79.

    Torrance, H. (2014) 'Investigating research power: networks, assemblages and the production of ‘big’ social science.' In International Congress of Qualitative Inquiry (ICQI). University of Illinois at Urbana-Champaign, USA, 21/5/2014 - 24/5/2014.

    Torrance, H. (2012) 'Putting theory to work in qualitative studies of assessment.' In American Educational Research Association (AERA) Annual Conference. Vancouver, Canada, 13/4/2012 - 17/4/2012.

    Torrance, H. (2012) 'Can small still be beautiful…? Confronting the development of corporatized social science.' In American Educational Research Association (AERA) Annual Conference. Vancouver, Canada, 13/4/2012 - 17/4/2012.

    Torrance, H., Green, B. (2012) 'Theory in Educational Research: using theory in practice.' In Annual Conference of the Australian Association for Educational Research (AARE). University of Sydney, Australia, 2/12/2012 - 6/12/2012.

    Torrance, H. (2009) 'Using assessment in education reform: Policy, practice and future possibilities.' Daniels, Lauder & Porter, (ed.) pp. 218-236.

    Torrance, H. (2006) 'Research quality and research governance in the United Kingdom - From methodology to management.' In 1st International Congress of Qualitative Inquiry. Univ Illinois, Urbana, IL, 5/5/2005 - 7/5/2005. Denzin, N.K., Giardina, M.D. (ed.) LEFT COAST PRESS, INC, pp. 127-148.

  • Other

    Torrance, H. (2011) Engaging science policy: From the side of the mess.