Dr Matt Homer
Associate Professor in Quantitative Methods and Assessment
My substantive areas of research interest include aspects of science and mathematics education curriculum reform, and medical education assessment. I also have a range of teaching, supervision and leadership responsibilities.
In terms of my academic background, I have a PhD in Mathematics, an MSc in Applied Statistics, and taught mathematics and statistics in further and higher education for several years. I am also a Chartered Statistician (CStat).
I am currently leading research on the uptake of the new and important post-16 Core maths qualification recently introduced in England. This is a large-scale, longitudinal project (2017-2020) funded by the Nuffield Foundation. Over the years, I have worked on a number of mixed methods projects related to science and maths curriculum reform, where my speciality has been analysis of the national pupil database.
I am also currently working as a methodologist to support a large character education project within the School. I recently completed work for the International Baccalaureate looking at the preparation their mathematics HL course provides for studying at university.
There is a methodological strand to some of my work, in the application of modern quantitative methods. For example, I have an interest in assessment as 'measurement' (e.g. Rasch modelling), the use of multilevel and structural equation models, methods for inferring causality, and the 'problem' with p-values and hypothesis testing.
Research in medical education
I am seconded for 40% of my time to the Leeds Institute of Medical Education within the School of Medicine, carrying out assessment-related research. With a team of colleagues, there is an ongoing and internationally-recognised programme of research centred on improving performance and knowledge assessments. We have published widely in this area, for example, on appropriate metrics for measuring 'quality' in this setting, and on how to set and maintain standards. We are currently researching the longitudinal impact of a move to sequential testing on weak and failing students.
I teach quantitative research methods to Master’s level, and am the programme lead for the MSc in Educational Research Methods within the School.
My expertise lies mainly in the application of modern quantitative approaches to research, in areas of maths, science and medical education. I welcome PhD proposals in these or related areas.
I am also Postgraduate Research Tutor in the School.
‘Measuring mathematical affect in an international context: influences on pre-university attainment and degree choice’, Teaching Mathematics and its Applications 2018 (Accepted),
Repository URL: http://eprints.whiterose.ac.uk/126947/
‘The benefits of sequential testing: Improved diagnostic accuracy and better outcomes for failing students’, Medical Teacher 2017, 1-10 (Accepted),
DOI: 10.1080/0142159X.2017.1404561, Repository URL: http://eprints.whiterose.ac.uk/123870/
‘Problematizing the concept of the “borderline” group in performance assessments’, Medical Teacher, 39.5 (2017), 469-475,
DOI: 10.1080/0142159X.2017.1296563, Repository URL: http://eprints.whiterose.ac.uk/112354/
‘The Early Take-up of Core Maths: Emerging Findings’, in Research in Mathematics Education (Taylor & Francis, 2017) British Society for Research into Learning Mathematics summer conference, The Mathematical Institute, University of Oxford, 10/06/2017 - 10/06/2017 (Accepted),
Repository URL: http://eprints.whiterose.ac.uk/119598/
Presentations (conferences/workshops etc.)
‘The post-16 maths problem: can Core Maths be the solution?’ Centre for Research in Mathematics Education seminar, University of Nottingham, 12/02/2018 - 12/02/2018,
‘Rasch: a conceptual overview, key issues and applications in medical education’ ASME Psychometrics SIG, University of Warwick, 24/11/2017 - 24/11/2017,
‘A pluralistic approach to standard setting in knowledge tests?’ AMEE, Helsinki, Finland, 26/08/2017 - 30/08/2017,
‘The Early Take-up of Core Maths project – emerging national findings’ British Society for Research into Learning Mathematics, Mathematical Institute, University of Oxford, 10/06/2017 - 10/06/2017,
Higher Education outcomes for International Baccalaureate Diploma Programme mathematics Higher Level students, in Higher Education outcomes for International Baccalaureate Diploma Programme mathematics Higher Level students, (The Hague, The Netherlands: International Baccalaureate, 2015),