Staff profile

Affiliate of the Durham University Evidence Centre for Education

Emeritus Professor in the School of Education

Fellow of the British Academy

Academician: Academy of Social Sciences

Fellow in the Durham Research Methods Centre

Fellow of the Wolfson Research Institute for Health and Wellbeing

After taking a degree from Cambridge University in Natural Sciences Peter Tymms taught in a wide variety of schools from Central Africa to the north-east of England before starting an academic career.

He was “Lecturer in Performance Indicators” at Moray House, Edinburgh before moving to Newcastle University and then to Durham University where he is presently Professor of Education.He led the start of the UK Rasch User Group started the PIPS project

His main research interests include monitoring, assessment, performance indicators, ADHD, reading and research methodology. The PIPS project, which is designed to monitor the affective and cognitive progress of children through primary schools starting with a computer adaptive on-entry baseline assessment. Peter Tymms was Director of the CEM Centre until 2011 when he took over as Head of Department and Chair of the Board of Studies in the School of Education. At present he is devoting his time to setting up an international project designed to study children starting school around the world. The project is known as iPIPS .

Completed Supervisions

The Binormal Hypothesis of Specific Learning Disabilities

Factors Underlying Students' Conceptions of Deep Time: An Exploratory Study

An Item Response Theory Approach to the Maintenance of
Standards in Public Examinations in England

Building Schools of Character: The Development, Implementation, and Evaluation of a School-Based Character Education Programme Designed to Promote Cooperative Learning and Reduce Anti-Social Behaviour

Classroom management approaches of primary teachers in the Kingdom of Saudi Arabia: Descriptions and the development of curriculum and instruction with a focus on Islamic education teachers.

An exploration of the effects of group summative assessment marking on higher education students’ overall marks.

Developing, Testing and Interpreting a Cross Age Peer Tutoring Intervention for Mathematics: Social Interdependence,Systematic Reviews and an Empirical Study.

The theoretical and practical value of the OECD policy advice for education.

Teachers’ perceptions on the effectiveness of the Oxford Online Placement Test at King Abdulaziz University

Information for prospective doctoral research student supervisions

Professor Tymms is semi-retired and is not taking on new students

• Monitoring
• Assessment & testing
• Educational standards
• Primary schools
• ADHD

• 2000: Fellow of the British Academy:
• 2000: Fellow of the Wolfson Research Institute, Durham University:
• 2000: Academician: Academy of Social Sciences
• 2000: Member: Education Advisory Group Education Endowment Foundation
• 2000: Winner: Excellence in Knowledge Transfer Award Durham University (joint: 2015)
• 2000: Originator: Online Educational Research Journal
• 2000: Inaugural Member: Sutton Trust's Education Advisory Group

Authored book

• The P Scales: Assessing the Progress of Children with Special Educational Needs.
  
  Ndaji, F., & Tymms, P. (2009). The P Scales: Assessing the Progress of Children with Special Educational Needs. Wiley.
• Baseline Assessment and Monitoring in Primary Schools
  
  Tymms, P. (1999). Baseline Assessment and Monitoring in Primary Schools. David Fulton.

Book review

• Review of 'Assessing Teacher Effectiveness: Develoing a differentiated model'.
  
  Tymms, P. (2006). Review of ’Assessing Teacher Effectiveness: Develoing a differentiated model’. British Educational Research Journal, 32(4), 638-639.

Chapter in book

• Questionnaires
  
  Tymms, P. (in press). Questionnaires. In R. Coe, M. Waring, L. V. Hedges, & J. Arthur (Eds.), Research Methods and Methodologies in Education (pp. 277-288). SAGE Publications.
• Innovation and change within education
  
  Tymms, P., & Bolden, D. (2023). Innovation and change within education. In D. D. Preiss, M. Singer, & J. C. Kaufman (Eds.), Creativity, Innovation, and Change Across Cultures (1st ed.). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-28206-5
• A Reflection on Three Decades of Development
  
  Tymms, P. (2023). A Reflection on Three Decades of Development. In P. Tymms, T. Bartholo, S. Howie, E. Kardanova, M. Campelo Koslinski, & H. Wildy (Eds.), The First Year at School: An International Perspective (1st ed., pp. 3-24). Springer Verlag. https://doi.org/10.1007/978-3-031-28589-9_1
• Questionnaires.
  
  Tymms, P. (2021). Questionnaires. In R. Coe, M. Waring, L. Hedges, & L. Ashley (Eds.), Research Methods and Methodologies in Education (pp. 231-240). SAGE Publications.
• Ensuring standards in English A levels
  
  Tymms, P. (2018). Ensuring standards in English A levels. In J. Baird, T. Isaacs, D. Opposs, & L. Gray (Eds.), Examination Standards: How measures and meanings differ around the world (p. 359). IOE Press.
• Ensuring standards in English A levels
  
  Tymms, P. (2018). Ensuring standards in English A levels. In J. Baird, T. Isaacs, D. Opposs, & L. Gray (Eds.), How measures and meanings differ around the world. UCL IOE Press.
• Purposes for Educational Research
  
  Tymms, P. (2017). Purposes for Educational Research. In D. Wyse, N. Selwyn, E. Smith, & L. Suter (Eds.), The BERA/SAGE handbook of educational research. (pp. 165-179). SAGE Publications.
• Assessing Young Children: Problems and Solutions
  
  Merrell, C., & Tymms, P. (2016). Assessing Young Children: Problems and Solutions. In Understanding what works in oral reading assessments : recommendations from Donors, implementers and practitioners. (pp. 126-133). UNESCO Institute for Statistics (UIS). https://doi.org/10.15220/978-92-9189-196-2-en
• Improving Reading and Math Achievement across a Whole District.
  
  Thurston, A., Tymms, P., Merrell, C., & Conlin, N. (2014). Improving Reading and Math Achievement across a Whole District. In R. Slavin (Ed.), Classroom Management and Assessment. California: Corwin.
• Interventions: experiments.
  
  Tymms, P. (2012). Interventions: experiments. In J. Arthur, M. Waring, R. Coe, & L. Hedges (Eds.), Research Methods and Methodologies in Education. (pp. 137-140). SAGE Publications.
• What the evidence says and what we need to investigate
  
  Elliott, J., & Tymms, P. (2012). What the evidence says and what we need to investigate. In S. Suggate & E. Reese (Eds.), Contemporary Debates in Childhood Education and Development (pp. 275-284). Routledge. https://doi.org/10.4324/9780203115558
• Ability Testing
  
  Tymms, P. (2010). Ability Testing. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education. (pp. 1-6). Elsevier. https://doi.org/10.1016/b978-0-08-044894-7.00225-6
• Conclusions: Assessment in an Era of Globalization.
  
  Tymms, P., & Coe, R. (2009). Conclusions: Assessment in an Era of Globalization. In E. Grigorenko (Ed.), Multicultural Psychoeducational Assessment. (pp. 469-485). Apex.
• Attainment, Standards and Quality.
  
  Tymms, P., & Merrell, C. (2009). Attainment, Standards and Quality. In R. Alexander (Ed.), Children, their World, their Education: Final report and recommendations of the Cambridge Primary Review.. Routledge.
• On-entry Baseline Assessment across Cultures.
  
  Tymms, P., & Merrell, C. (2009). On-entry Baseline Assessment across Cultures. In A. Anning, J. Cullen, & M. Fleers (Eds.), Early Childhood Education: Society and Culture.. Sage Publications.
• Conclusion: Assessment in an Era of Globalization: Conclusions
  
  Tymms, P., & Coe, R. (2009). Conclusion: Assessment in an Era of Globalization: Conclusions. In E. Grigorenko (Ed.), Multicultural Psychoeducational Assessment.. Springer Verlag.
• Commentary on Chapter 10.
  
  Tymms, P. (2008). Commentary on Chapter 10. In P. Newton, J.-A. Baird, H. Goldstein, H. Patrick, & P. (eds) Tymms (Eds.), Techniques for monitoring the comparability of examination standards. (pp. 434-438). QCA.
• Commentary on Chapter 8.
  
  Coe, R., Tymms, P., & Fitz-Gibbon, C. (2008). Commentary on Chapter 8. In P. Newton, J.-A. Baird, H. Goldstein, H. Patrick, & P. (eds) Tymms (Eds.), Techniques for monitoring the comparability of examination standards. (pp. 324-329). QCA.
• The Impact of Headteachers on the Performance and Attitudes of Pupils.
  
  Searle, J., & Tymms, P. (2007). The Impact of Headteachers on the Performance and Attitudes of Pupils. In J. O’Shaughnessy (Ed.), The Leadership Effect: Can Headteachers make a Difference? (pp. 18-42). Policy Exchange.
• The Prediction of Learning Progress in Young Children using Social-Ethnic Background or Baseline Assessment as Predictors.
  
  van der Hoeven-van Doornum, A., & Tymms, P. (2005). The Prediction of Learning Progress in Young Children using Social-Ethnic Background or Baseline Assessment as Predictors. In A. van der Hoeven-van Doornum (Ed.), Development on Scale, Instruction at Measure: OBis, a System of Value Added Indicators in Primary Education. (pp. 101-111). ITs, Radboud Universiteit.
• Effect sizes in multilevel models
  
  Tymms, P. (2004). Effect sizes in multilevel models. In I. Schagen & K. Elliot (Eds.), But what does it mean? The use of effect sizes in educational research. (pp. 55-66). National Foundation for Educational Research.
• On-entry baseline assessment across cultures
  
  Tymms, P., & Merrell, C. (2004). On-entry baseline assessment across cultures. In A. Anning, J. Cullen, & M. Fleer (Eds.), Early childhood education : society and culture. (pp. 117-129). SAGE Publications.
• Developing a picture of attainments and progress of deaf pupils in primary schools
  
  Tate, G., Merrell, C., & Tymms, P. (2003). Developing a picture of attainments and progress of deaf pupils in primary schools. In C. Gallaway & A. Young (Eds.), Deafness and Education in the UK. Research Perspectives. Whurr.
• Performance Indicators in Primary Schools.
  
  Tymms, P., & Albone, S. (2002). Performance Indicators in Primary Schools. In A. Visscher & R. Coe (Eds.), School Improvement through Performance Feedback.. Swets & Zeitlinger.
• Achievement and Educational Performance: A Cause for Celebration?
  
  Fitz-Gibbon, C., & Tymms, P. (2001). Achievement and Educational Performance: A Cause for Celebration?. In R. Phillips & J. Furlong (Eds.), Education, Reform and the State: Twenty-Five Years of Politics, Policy and Practice. RoutledgeFalmer.
• Interventions: Experiments
  
  Tymms, P. (n.d.). Interventions: Experiments. In R. Coe, M. Waring, L. V. Hedges, & J. Arthur (Eds.), Research Methods and Methodologies in Education [Contracted by publisher]. SAGE Publications.

Conference Paper

• Improving attainment across a whole district: peer tutoring in a randomised controlled trial.
  
  Tymms, P., Merrell, C., Andor, J., Topping, K., & Thurston, A. (in press). Improving attainment across a whole district: peer tutoring in a randomised controlled trial. Presented at 13th Biennial Conference for Research on Learning and Instruction (EARLI).: Fostering Communities of Learners., Amsterdam.
• Agent-based Simulation of the Classroom Environment to Gauge the Effect of Inattentive or Disruptive Students
  
  Alharbi, K., Cristea, A. I., Shi, L., Tymms, P., & Brown, C. (2021). Agent-based Simulation of the Classroom Environment to Gauge the Effect of Inattentive or Disruptive Students. In A. I. Cristea & C. Troussas (Eds.), Intelligent Tutoring Systems 17th International Conference, ITS 2021, Virtual Event, June 7–11, 2021, Proceedings (pp. 211-223). https://doi.org/10.1007/978-3-030-80421-3_23
• Agent-based Classroom Environment Simulation: the Effect of Disruptive Schoolchildren’s Behaviour versus Teacher Control over Neighbours
  
  Alharbi, K., Cristea, A. I., Shi, L., Tymms, P., & Brown, C. (2021). Agent-based Classroom Environment Simulation: the Effect of Disruptive Schoolchildren’s Behaviour versus Teacher Control over Neighbours. In I. Roll, M. Danielle, S. Sergey, L. Rose, & D. Vania (Eds.), Artificial Intelligence in Education Lecture Notes in Computer Science (pp. 48-53). Springer, Cham. https://doi.org/10.1007/978-3-030-78270-2_8
• What impact does the first year of school have on later success?
  
  Tymms, P., & Merrell, C. (2016). What impact does the first year of school have on later success? [Conference paper]. Presented at International Congress for School Effectiveness and Improvement, Glasgow.
• The Tools of Teacher Evaluation: What Should Be Used in Teacher Evaluation from the Teachers’ Perspective
  
  Almutairi, T., Tymms, P., & Kind, P. (2015, June 11). The Tools of Teacher Evaluation: What Should Be Used in Teacher Evaluation from the Teachers’ Perspective. Presented at 2015 International Business & Education Conference, London.
• Learning Difficulties in the Primary School Years: Predictability from On-entry Baseline Assessment.
  
  Tymms, P., Merrell, C., Henderson, B., Albone, S., & Jones, P. (2009, August). Learning Difficulties in the Primary School Years: Predictability from On-entry Baseline Assessment. Presented at XIV European Conference on Developmental Psychology., Vilnius.
• The advantage of impulsivity: An analysis of the components of Attention Deficit Hyperactivity Disorder and their impact on attainment.
  
  Tymms, P., Merrell, C., & Jenkins, H. (2008, April). The advantage of impulsivity: An analysis of the components of Attention Deficit Hyperactivity Disorder and their impact on attainment. Presented at AERA Annual Conference, New York.
• The large-scale application of a computer-delivered adaptive assessment for children in primary schools.
  
  Tymms, P., Merrell, C., Hanna, R., Henderson, B., & Albone, S. (2007, November). The large-scale application of a computer-delivered adaptive assessment for children in primary schools. Presented at AEA Conference, Stockholm.
• Changes in Children's Cognitive Development at the Start of School 2000-2006.
  
  Merrell, C., Tymms, P., & Jones, P. (2007, August). Changes in Children’s Cognitive Development at the Start of School 2000-2006. Presented at EARLI Conference., Budapest.
• Bridging the Gap between Pupil Level and District Level Interventions.
  
  Tymms, P., Merrell, C., Topping, K., Conlin, N., & D’Souza, E. (2007, June). Bridging the Gap between Pupil Level and District Level Interventions. Presented at Seventh Annual International Campbell Collaboration Colloquium., London.
• A Fairer and Simpler Approach to Value Added Calculation.
  
  He, Q., & Tymms, P. (2007, April). A Fairer and Simpler Approach to Value Added Calculation [Conference paper]. Presented at AERA 2007, Chicago.
• Cross Country Comparisons of Progress in the First Year of School.
  
  Merrell, C., Tymms, P., & van der Hoeven van Doornum, A. (2007, April). Cross Country Comparisons of Progress in the First Year of School. Presented at AERA Annual Conference, Chicago.
• Cross County Comparisons of Progress in the First Year of School.
  
  Merrell, C., Van Doornum, A. v- d H., & Tymms, P. (2006, July). Cross County Comparisons of Progress in the First Year of School. Presented at 5th Conference of the International Test Commission., Brussels.
• The Importance of Districts.
  
  Tymms, P., Merrell, C., Heron, T., Jones, P., Albone, S., & Henderson, B. (2006, April). The Importance of Districts. Presented at AERA Annual Meeting., San Francisco.
• What children know and can do when they start school and how this varies between countries.
  
  Tymms, P., Merrell, C., Jones, P., Henderson, B., & Cowie, M. (2006, April). What children know and can do when they start school and how this varies between countries. Presented at AERA Annual General Meeting., San Francisco.
• Leadership matters: A commentary by Professor P. Tymms and Dr. C. Merrell.
  
  Tymms, P., & Merrell, C. (2006). Leadership matters: A commentary by Professor P. Tymms and Dr. C. Merrell [Conference paper].
• Presentation on Measuring Impact
  
  Tymms, P. (2005, October). Presentation on Measuring Impact. Presented at BSA Wales Dissemination Event, Holland House Hotel, Cardiff.
• Academic Standards - How do you monitor and have they fallen?
  
  Tymms, P. (2005, October). Academic Standards - How do you monitor and have they fallen?. Presented at AGM and conference of Isis North Ltd., William Hulme’s Grammar School, Manchester.
• Understanding Science: Is there just one road up the mountain?
  
  Johnson, D. P., & Tymms, P. P. (2005, September). Understanding Science: Is there just one road up the mountain?. Presented at BERA Annual Conference, University of Glamorgan.
• A Longitudinal Study of the Achievements, Progress and Attitues of Severely Inattentive Hyperactive and Impulsive Young Children
  
  Tymms, P., & Merrell, C. (2005, September). A Longitudinal Study of the Achievements, Progress and Attitues of Severely Inattentive Hyperactive and Impulsive Young Children. Presented at BERA Annual Conference, University of Glamorgan.
• InCAS (Interactive Computerised Assessment System): Using individual diagnostic profiles in assessment for learning.
  
  Merrell, C., & Tymms, P. (2005, August). InCAS (Interactive Computerised Assessment System): Using individual diagnostic profiles in assessment for learning. Presented at 11th Biennial Conference: Integrating Multiple Perspectives on Effective Learning Environments., University of Cyprus, Nicosia.
• Keynote: An Overview of Peer Mentoring
  
  Tymms, P. (2005). Keynote: An Overview of Peer Mentoring. Presented at SHA/SST Mentoring and Coaching Conference, New Connaught Rooms, London.
• The Assessment Revolution
  
  Tymms, P., & Merrell, C. (2005). The Assessment Revolution. Presented at iNET: ’New Techologies’ online conference.
• Role Models, School Improvement and the 'Gender Gap' - Do Men bring out the best in boys and women the best in girls
  
  Tymms, P., Merrell, C., & Carrington, B. (2005). Role Models, School Improvement and the ’Gender Gap’ - Do Men bring out the best in boys and women the best in girls. Presented at EARLI 11th Annual Conference: Integrating Multiple Perspectives on Effective Learning Environments, University of Cyprus.
• The Impact of Government Initiatives on Reading
  
  Tymms, P. (2005). The Impact of Government Initiatives on Reading. Presented at The Death of Dyslexia, Friends House, London.
• Using the Methods of Science to Improve education: Monitoring, Research and Feedback for Students, Teachers and Schools
  
  Tymms, P. (2005). Using the Methods of Science to Improve education: Monitoring, Research and Feedback for Students, Teachers and Schools. Presented at New Zealand Principals’ Association Conference, Dunedin, New Zealand.

Edited book

• The First Year at School: An International Perspective
  
  Tymms, P., Bartholo, T., Howie, S., Kardanova, E., Campelo Koslinski, M., & Wildy, H. (Eds.). (2023). The First Year at School: An International Perspective (1st ed.). Springer Verlag. https://doi.org/10.1007/978-3-031-28589-9
• Techniques for monitoring the comparability of examination standards.
  
  Newton, P., Baird, J.-A., Goldstein, H., Patrick, H., & Tymms, P. (Eds.). (2008). Techniques for monitoring the comparability of examination standards. Qualifications and Curriculum Authority.

Journal Article

• Is the order of learning numerals universal? Evidence from eight countries and six languages
  
  Copping, L., Tymms, P., Aleksic, G., Bartholo, T., Howie, S. J., Campelo Koslinski, M., Merrell, C., Vidmar, M., & Wildy, H. (2024). Is the order of learning numerals universal? Evidence from eight countries and six languages. Cognitive Development, 69, Article 101391. https://doi.org/10.1016/j.cogdev.2023.101391
• Learning Loss and Learning Inequality During the Covid-19 Pandemic
  
  Bartholo, T., Koslinski, M., Tymms, P., & de Castro, D. (2023). Learning Loss and Learning Inequality During the Covid-19 Pandemic. Ensaio: Avaliação E Políticas Públicas Em Educação, 31(119), Article e0223776. https://doi.org/10.1590/s0104-40362022003003776
• Cognitive development and non-aerobic physical fitness in preschoolers: a longitudinal study
  
  Kreuger de Aguiar, D., Tymms, P. B., Campelo Koslinski, M., Gil Soares de Araújo, C., & Lisboa Bartholo, T. (2021). Cognitive development and non-aerobic physical fitness in preschoolers: a longitudinal study. Lecturas: Educacion Fisica Y Deportes, 26(281), 21-42. https://doi.org/10.46642/efd.v26i281.2860
• Absolute effects of schooling as a reference for the interpretation of educational intervention effects
  
  Luyten, J., Merrell, C., & Tymms, P. (2020). Absolute effects of schooling as a reference for the interpretation of educational intervention effects. Studies in Educational Evaluation, 67, Article 100939. https://doi.org/10.1016/j.stueduc.2020.100939
• Standards in Education: Reforms, Stagnation and the Need to Rethink
  
  Bolden, D., & Tymms, P. (2020). Standards in Education: Reforms, Stagnation and the Need to Rethink. Oxford Review of Education, 46(6), 717-733. https://doi.org/10.1080/03054985.2020.1781608
• Academic Outcomes following a school-based RCT for ADHD: 6 year follow-up
  
  Sayal, K., Merrell, C., Tymms, P., & Kasim, A. (2020). Academic Outcomes following a school-based RCT for ADHD: 6 year follow-up. Journal of Attention Disorders, 24(1), 66-72. https://doi.org/10.1177/1087054714562588
• Number Identification: A Unique Developmental Pathway in Mathematics?
  
  Cramman, H., Gott, S., Little, J., Merrell, C., Tymms, P., & Copping, L. (2020). Number Identification: A Unique Developmental Pathway in Mathematics?. Research Papers in Education, 35(2), 117-143. https://doi.org/10.1080/02671522.2018.1536890
• The Use of Cognitive Instruments for Research in Early Childhood Education: Constraints and Possibilities in The Brazilian Context
  
  Bartholo, T., Campelo Koslinski, M., da Costa, M., Tymms, P., Merrell, C., & Mendonça Barcellos, T. (2020). The Use of Cognitive Instruments for Research in Early Childhood Education: Constraints and Possibilities in The Brazilian Context. Pro-posições., 31, Article e20180036. https://doi.org/10.1590/1980-6248-2018-0036
• Links between Socio-Emotional Skills, Behaviour, Mathematics and Literacy of Preschool Children in Serbia
  
  Aleksić, G., Merrell, C., Ferring, D., Tymms, P., & Klemenović, J. (2019). Links between Socio-Emotional Skills, Behaviour, Mathematics and Literacy of Preschool Children in Serbia. European Journal of Psychology of Education, 34(2), 417-438. https://doi.org/10.1007/s10212-018-0387-8
• Sex differences in variability across nations in Reading, Mathematics and Science: A Meta-Analytic extension of Baye and Monseur (2016)
  
  Gray, H., Lyth, A., McKenna, C., Stothard, S., Tymms, P., & Copping, L. (2019). Sex differences in variability across nations in Reading, Mathematics and Science: A Meta-Analytic extension of Baye and Monseur (2016). Large-Scale Assessments in Education, 7, Article 2. https://doi.org/10.1186/s40536-019-0070-9
• The long-term impact of effective teaching
  
  Tymms, P., Merrell, C., & Bailey, K. (2018). The long-term impact of effective teaching. School Effectiveness and School Improvement, 29(2), 242-261. https://doi.org/10.1080/09243453.2017.1404478
• Interdependent Cross-Age Peer Tutoring in Mathematics
  
  Zeneli, M., Tymms, P., & Bolden, D. (2018). Interdependent Cross-Age Peer Tutoring in Mathematics. International Journal of Psychology and Educational Studies., 5(3), 33-50. https://doi.org/10.17220/ijpes.2018.03.004
• Checking the possibility of equating a mathematics assessment between Russia, Scotland and England for children starting school
  
  Ivanova, A., Kardanova, E., Merrell, C., Tymms, P., & Hawker, D. (2018). Checking the possibility of equating a mathematics assessment between Russia, Scotland and England for children starting school. Assessment in Education: Principles, Policy and Practice, 25(2), 141-159. https://doi.org/10.1080/0969594x.2016.1231110
• Judging Research Papers for Research Excellence
  
  Tymms, P., & Higgins, S. (2018). Judging Research Papers for Research Excellence. Studies in Higher Education, 43(9), 1548-1560. https://doi.org/10.1080/03075079.2016.1266609
• Is there an optimum age for starting school in New Zealand?
  
  Boereboom, J., & Tymms, P. (2018). Is there an optimum age for starting school in New Zealand?. NZ International Research in Early Childhood Education, 21(2), 32-44.
• The unintended consequences of school inspection: the prevalence of inspection side-effects in Austria, the Czech Republic, England, Ireland, the Netherlands, Sweden, and Switzerland
  
  Jones, K. L., Tymms, P., Kemethofer, D., O’Hara, J., McNamara, G., Huber, S., Myrberg, E., Skedsmo, G., & Greger, D. (2017). The unintended consequences of school inspection: the prevalence of inspection side-effects in Austria, the Czech Republic, England, Ireland, the Netherlands, Sweden, and Switzerland. Oxford Review of Education, 43(6), 805-822. https://doi.org/10.1080/03054985.2017.1352499
• PISA trends, social changes, and education reforms
  
  Aloisi, C., & Tymms, P. (2017). PISA trends, social changes, and education reforms. Educational Research and Evaluation, 23(5-6), 180-220. https://doi.org/10.1080/13803611.2017.1455290
• The contribution of schooling to learning gains of pupils in Years 1 to 6
  
  Luyten, H., Merrell, C., & Tymms, P. (2017). The contribution of schooling to learning gains of pupils in Years 1 to 6. School Effectiveness and School Improvement, 28(3), 374-405. https://doi.org/10.1080/09243453.2017.1297312
• Mapping and Predicting Literacy and Reasoning Skills from Early to Later Primary School
  
  Demetriou, A., Merrell, C., & Tymms, P. (2017). Mapping and Predicting Literacy and Reasoning Skills from Early to Later Primary School. Learning and Individual Differences, 54, 217-225. https://doi.org/10.1016/j.lindif.2017.01.023
• A longitudinal study of the association between inattention, hyperactivity and impulsivity and children's academic attainment at age 11
  
  Merrell, C., Sayal, K., Tymms, P., & Kasim, A. (2017). A longitudinal study of the association between inattention, hyperactivity and impulsivity and children’s academic attainment at age 11. Learning and Individual Differences, 53, 156-161. https://doi.org/10.1016/j.lindif.2016.04.003
• The impact of interdependent cross-age peer tutoring on social and mathematics self- concepts
  
  Zeneli, M., Tymms, P., & Bolden, D. (2016). The impact of interdependent cross-age peer tutoring on social and mathematics self- concepts. International Journal of Psychology and Educational Studies., 3(2), 1-13. https://doi.org/10.17220/ijpes.2016.02.001
• Clustered randomised controlled trial of two education interventions designed to increase physical activity and well-being of secondary school students: The MOVE Project
  
  Tymms, P., Curtis, S. E., Routen, A. C., Thomson, K. H., Bolden, D. S., Bock, S., Dunn, C. E., Cooper, A. R., Elliott, J. G., Moore, H. J., Summerbell, C. D., Tiffin, P. A., & Kasim Adetayo, S. (2016). Clustered randomised controlled trial of two education interventions designed to increase physical activity and well-being of secondary school students: The MOVE Project. BMJ Open, 6(1), Article e009318. https://doi.org/10.1136/bmjopen-2015-009318
• Cross-age Peer Learning
  
  Tymms, P., & Merrell, C. (2015). Cross-age Peer Learning. Better : Evidence-Based Education., 7(1), 18-19.
• The progress of pupils in their first school year across classes and educational systems
  
  Tymms, P., Merrell, C., & Wildy, H. (2015). The progress of pupils in their first school year across classes and educational systems. British Educational Research Journal, 41(3), 365-380. https://doi.org/10.1002/berj.3156
• Predictors of and Barriers to service use for children at risk of ADHD: Longitudinal study
  
  Sayal, K., Mills, J., White, K., Merrell, C., & Tymms, P. (2015). Predictors of and Barriers to service use for children at risk of ADHD: Longitudinal study. European Child and Adolescent Psychiatry, 24(5), 545-552. https://doi.org/10.1007/s00787-014-0606-z
• Rasch measurement: a response to Goldstein
  
  Payanides, P., Robinson, C., & Tymms, P. (2015). Rasch measurement: a response to Goldstein. British Educational Research Journal, 41(1), 180-182. https://doi.org/10.1002/berj.3182
• A Review of Peer Tutoring Interventions and Social Interdependence Characteristics
  
  Zeneli, M., & Tymms, P. (2015). A Review of Peer Tutoring Interventions and Social Interdependence Characteristics. International Journal for Cross-Disciplinary Subjects in Education, Special Issue Volume 5(2), 2504-2510. https://doi.org/10.20533/ijcdse.2042.6364.2015.0341
• Ofsted's role in promoting school improvement: The mechanisms of the school inspection system in England
  
  Jones, K., & Tymms, P. (2014). Ofsted’s role in promoting school improvement: The mechanisms of the school inspection system in England. Oxford Review of Education, 40(3), 315-330. https://doi.org/10.1080/03054985.2014.911726
• The principal axis approach to value-added calculation
  
  He, Q., & Tymms, P. (2014). The principal axis approach to value-added calculation. Educational Research and Evaluation, 20(1), 25-43. https://doi.org/10.1080/13803611.2013.860036
• Investigating whether aberrant response behaviour in classroom maths tests is a stable characteristic of students
  
  Panayides, P., & Tymms, P. (2013). Investigating whether aberrant response behaviour in classroom maths tests is a stable characteristic of students. Assessment in Education: Principles, Policy and Practice, 20(3), 349-368. https://doi.org/10.1080/0969594x.2012.723610
• The Development of a School-Based Measure of Child Mental Health
  
  Deighton, J., Tymms, P., Vostanis, P., Belsky, J., Fonagy, P., Brown, A., Martin, A., Patalay, P., & Wolpert, M. (2013). The Development of a School-Based Measure of Child Mental Health. Journal of Psychoeducational Assessment, 31(3), 247-257. https://doi.org/10.1177/0734282912465570
• Academic Spring
  
  Thomas, G., & Tymms, P. (2013). Academic Spring. Research Intelligence : BERA Bulletin., 2013(120).
• Reviewing Rasch decisions
  
  Tymms, P. (2013). Reviewing Rasch decisions. Perspectives: Centre for Education Research and Practice. Advance online publication.
• Cross-country Comparisons of Inattentive, Hyperactive and Impulsive Behaviour in School-Based Samples of Young Children
  
  Merrell, C., Styles, I., Jones, P., Tymms, P., & Wildy, H. (2013). Cross-country Comparisons of Inattentive, Hyperactive and Impulsive Behaviour in School-Based Samples of Young Children. International Research in Early Childhood Education, 4(1), 1-17.
• Improving attainment across an education authority
  
  Thurston, A., Tymms, P., Merrell, C., & Conlin, N. (2012). Improving attainment across an education authority. Better : Evidence-Based Education., 4(2), 8-9.
• Early History of Rasch Measurement in England.
  
  Tymms, P., & Panayides, P. (2012). Early History of Rasch Measurement in England. Rasch Measurement Transactions, 26(2).
• Predicting success on a Bachelor of Arts Primary Education degree course.
  
  Barmby, P., Bolden, D., Higgins, S., & Tymms, P. (2012). Predicting success on a Bachelor of Arts Primary Education degree course. Educational Research, 54(3), 323-330. https://doi.org/10.1080/00131881.2012.710090
• Learning Difficulties in the Primary School Years: Predictability from On-Entry Baseline Assessment.
  
  Tymms, P., Merrell, C., Henderson, B., Albone, S., & Jones, P. (2012). Learning Difficulties in the Primary School Years: Predictability from On-Entry Baseline Assessment. Online Educational Research Journal, June 2012.
• ADHD and academic attainment: is there an advantage in impulsivity?
  
  Tymms, P., & Merrell, C. (2011). ADHD and academic attainment: is there an advantage in impulsivity?. Learning and Individual Differences, 21(6), 753-758. https://doi.org/10.1016/j.lindif.2011.07.014
• Improving attainment across a whole district: school reform through peer tutoring in a randomized controlled trial
  
  Tymms, P., Merrell, C., Thurston, A., Andor, J., Topping, K., & Miller, D. (2011). Improving attainment across a whole district: school reform through peer tutoring in a randomized controlled trial. School Effectiveness and School Improvement, 22(3), 265-289. https://doi.org/10.1080/09243453.2011.589859
• Changes in Children’s Cognitive Development at the Start of School in England 2001 – 2008
  
  Merrell, C., & Tymms, P. (2011). Changes in Children’s Cognitive Development at the Start of School in England 2001 – 2008. Oxford Review of Education, 37(3), 333-345. https://doi.org/10.1080/03054985.2010.527731
• Breaking the Mould and the Birth of a New Journal: Online Educational Research Journal
  
  Tymms, P., McCusker, S., Remedios, R., & Anderson, C. (2011). Breaking the Mould and the Birth of a New Journal: Online Educational Research Journal. Online Educational Research Journal, 1(2).
• P scales: the state of SEN assessment.
  
  Ndaji, F., & Tymms, P. (2011). P scales: the state of SEN assessment. SEN Special Educational Needs, 45, 72-74.
• The Emergence of a Learning Progression in Middle School Chemistry.
  
  Johnson, P., & Tymms, P. (2011). The Emergence of a Learning Progression in Middle School Chemistry. Journal of Research in Science Teaching, 48(8), 849-877. https://doi.org/10.1002/tea.20433
• Evidence? The impact of large-scale reform in England
  
  Tymms, P. (2011). Evidence? The impact of large-scale reform in England. Zeitschrift für Erziehungswissenschaft, 13(S1), 105-115. https://doi.org/10.1007/s11618-010-0155-2
• The assessment revolution that has passed England by: Rasch measurement
  
  Panayides, P., Robinson, C., & Tymms, P. (2010). The assessment revolution that has passed England by: Rasch measurement. British Educational Research Journal, 36(4), 611-626. https://doi.org/10.1080/01411920903018182
• Impact of Early School-Based Screening and Intervention Programs for ADHD on Children's Outcomes and Access to Services. Follow-up of a School-Based Trial at Age 10 Years
  
  Sayal, K., Owen, V., White, K., Merrell, C., Tymms, P., & Taylor, E. (2010). Impact of Early School-Based Screening and Intervention Programs for ADHD on Children’s Outcomes and Access to Services. Follow-up of a School-Based Trial at Age 10 Years. Archives of Pediatrics & Adolescent Medicine., 164(5), 462-469. https://doi.org/10.1001/archpediatrics.2010.40
• The P scales - how well are they working?
  
  Ndaji, F., & Tymms, P. (2010). The P scales - how well are they working?. British Journal of Special Education, 37(4), 198-208. https://doi.org/10.1111/j.1467-8578.2010.00481.x
• Assessing school effects without controlling for prior achievement?
  
  Luyten, H., Tymms, P., & Jones, P. (2009). Assessing school effects without controlling for prior achievement?. School Effectiveness and School Improvement, 20(2), 145-165. https://doi.org/10.1080/09243450902879779
• Can the past inform the future of science in primary schools?
  
  Bolden, D., Tymms, P., & Merrell, C. (2009). Can the past inform the future of science in primary schools?. Education in Science, 232, 10-11.
• The first seven years at school.
  
  Tymms, P., Jones, P., Albone, S., & Henderson, B. (2009). The first seven years at school. Educational Assessment, Evaluation and Accountability, 21(1), 67-80. https://doi.org/10.1007/s11092-008-9066-7
• Science in English Primary Schools: Trends in Attainment, Attitudes and Approaches
  
  Tymms, P., Bolden, D., & Merrell, C. (2008). Science in English Primary Schools: Trends in Attainment, Attitudes and Approaches. Perspectives on Education : Primary Science, 1, 19-42.
• New Approaches are needed for Science in Primary Schools
  
  Bolden, D., Tymms, P., & Merrell, C. (2008). New Approaches are needed for Science in Primary Schools. School Leadership Today., 14, 17-19.
• Role models, school improvement and the 'gender gap' - do men bring out the best in boys and women bring out the best in girls?
  
  Carrington, B., Tymms, P., & Merrell, C. (2008). Role models, school improvement and the ’gender gap’ - do men bring out the best in boys and women bring out the best in girls?. British Educational Research Journal, 34(3), 315-327. https://doi.org/10.1080/01411920701532202
• Diagnostic assessment makes its mark.
  
  Tymms, P. (2008). Diagnostic assessment makes its mark. Make the Grade: Journal of the Chartered Institute of Educational Assessors, Autumn 2008.
• The Importance of Districts.
  
  Tymms, P., Merrell, C., Heron, T., Jones, P., Albone, S., & Henderson, B. (2008). The Importance of Districts. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice., 19(3), 261-274. https://doi.org/10.1080/09243450802332069
• Educational Policies and randomized Controlled Trials.
  
  Tymms, P., Merrell, C., & Coe, R. (2008). Educational Policies and randomized Controlled Trials. Psychology of Education Review, 32(2), 3-7&26-29.
• Academic productivity as perceived by Malaysian academics.
  
  Hassan, A., Tymms, P., & Ismail, H. (2008). Academic productivity as perceived by Malaysian academics. Journal of Higher Education Policy and Management, 30(3), 283-296. https://doi.org/10.1080/13600800802155184
• What children know and can do when they start school and how this varies between countries
  
  Merrell, C., & Tymms, P. (2007). What children know and can do when they start school and how this varies between countries. Journal of Early Childhood Research, 5(2), 115-134. https://doi.org/10.1177/1476718x07076679
• Identifying Reading Problems with Computer-Adaptive Assessments.
  
  Merrell, C., & Tymms, P. (2007). Identifying Reading Problems with Computer-Adaptive Assessments. Journal of Computer Assisted Learning, 23(1), 27-35. https://doi.org/10.1111/j.1365-2729.2007.00196.x
• The Relationship between birthweight, weight gain in infancy and educational attainment in Childhood.
  
  Corbett, S. S., Drewett, R. F., Durham, M., Tymms, P., & Wright, C. M. (2007). The Relationship between birthweight, weight gain in infancy and educational attainment in Childhood. Paediatric and Perinatal Edpidemiology, 21(1), 57-64.
• The impact of screening and advice on inattentive, hyperactive and impulsive children
  
  Tymms, P., & Merrell, C. (2006). The impact of screening and advice on inattentive, hyperactive and impulsive children. European Journal of Special Needs Education, 21(3), 321-337. https://doi.org/10.1080/08856250600810856
• Difficulties and Dilemmas in the Assessment of Special Educational Needs.
  
  Tymms, P., & Elliott, J. (2006). Difficulties and Dilemmas in the Assessment of Special Educational Needs. Educational & Child Psychology, 23(3), 25-34.
• Forget Gender: Whether a teacher is male or female doesn't matter.
  
  Carrington, B., Tymms, P., & Merrell, C. (2005). Forget Gender: Whether a teacher is male or female doesn’t matter. The Teacher, December, 32-34.
• A Computer-Assisted Test Design and Diagnosis System for use by Classroom Teachers
  
  He, Q., & Tymms, P. (2005). A Computer-Assisted Test Design and Diagnosis System for use by Classroom Teachers. Journal of Computer Assisted Learning, 21(6), 419-429. https://doi.org/10.1111/j.1365-2729.2005.00148.x
• Rasch Analysis of Inattentive, Hyperactive and Impulsive Behaviour in Young Children and the Link with Academic Achievement
  
  Merrell, C., & Tymms, P. (2005). Rasch Analysis of Inattentive, Hyperactive and Impulsive Behaviour in Young Children and the Link with Academic Achievement. Journal of Applied Measurement., 6(1), 1-18.
• Identifying Reading Problems with Computer-Adaptive Assessments
  
  Merrell, C., & Tymms, P. (2005). Identifying Reading Problems with Computer-Adaptive Assessments. Bulletin (Learning Difficulties Australia), 37(2), 10-11.
• Using baseline assessment data to make international comparisons
  
  Tymms, P., Merrell, C., & Jones, P. (2004). Using baseline assessment data to make international comparisons. British Educational Research Journal, 30(5), 673-689. https://doi.org/10.1080/0141192042000234647
• The Impact of Drama on Pupils' Language, Mathematics, and Attitude in Two Primary Schools
  
  Fleming, M., Merrell, C., & Tymms, P. (2004). The Impact of Drama on Pupils’ Language, Mathematics, and Attitude in Two Primary Schools. Research in Drama Education: The Journal of Applied Theatre and Performance, 9(2), 177-197. https://doi.org/10.1080/1356978042000255067
• Are standards rising in English primary schools?
  
  Tymms, P. (2004). Are standards rising in English primary schools?. British Educational Research Journal, 30(4), 477-494. https://doi.org/10.1080/0141192042000237194
• The Effects of Student Composition on School Outcomes
  
  Harker, R., & Tymms, P. (2004). The Effects of Student Composition on School Outcomes. School Effectiveness and School Improvement, 15(2), 177-199. https://doi.org/10.1076/sesi.15.2.177.30432
• Young deaf children and the prediction of reading and mathematics
  
  Tymms, P., Brien, D., Merrell, C., Collins, J., & Jones, P. (2003). Young deaf children and the prediction of reading and mathematics. Journal of Early Childhood Research, 1(2), 197-212. https://doi.org/10.1177/1476718x030012004
• Celebration of the success of distributed research with schools: the CEM centre, Durham
  
  Tymms, P., & Coe, R. (2003). Celebration of the success of distributed research with schools: the CEM centre, Durham. British Educational Research Journal, 29(5), 639-653.
• Tackling Challenging Children
  
  Tymms, P., & Merrell, C. (2002). Tackling Challenging Children. Literacy Today, 32.
• Technical and Ethical Issues in Indicator Systems
  
  Fitz-Gibbon, C., & Tymms, P. (2002). Technical and Ethical Issues in Indicator Systems. Education Policy Analysis Archives, 10(6).
• Technical and Ethical Issues in Indicator Systems: Doing Things Right and Doing Wrong Things
  
  Fitz-Gibbon, C., & Tymms, P. (2002). Technical and Ethical Issues in Indicator Systems: Doing Things Right and Doing Wrong Things. Education Policy Analysis Archives, 10(6).
• A Test of the Big Fish in a Little Pond Hypothesis: An Investigation into the Feelings of Seven-Year-Old Pupils in School
  
  Tymms, P. (2001). A Test of the Big Fish in a Little Pond Hypothesis: An Investigation into the Feelings of Seven-Year-Old Pupils in School. School Effectiveness and School Improvement, 12(2), 161-181. https://doi.org/10.1076/sesi.12.2.161.3452
• Inattention, hyperactivity and impulsiveness: Their impact on academic achievement and progress
  
  Merrell, C., & Tymms, P. (2001). Inattention, hyperactivity and impulsiveness: Their impact on academic achievement and progress. British Journal of Educational Psychology, 71(1), 43-56. https://doi.org/10.1348/000709901158389
• Baseline Assessment and Progress During The First Three Years at School
  
  Tymms, P., Merrell, C., & Henderson, B. (2000). Baseline Assessment and Progress During The First Three Years at School. Educational Research and Evaluation, 6(2), 105-129.
• Baseline Assessment, Value-Added and the Prediction of Reading
  
  Tymms, P. (1999). Baseline Assessment, Value-Added and the Prediction of Reading. Journal of Research in Reading, 22(1), 27-36.
• The First Year at School: A Quantitative Investigation of the Attainment and Progress of Pupils
  
  Tymms, P., Merrell, C., & Henderson, B. (1997). The First Year at School: A Quantitative Investigation of the Attainment and Progress of Pupils. Educational Research and Evaluation, 3(2), 101-118. https://doi.org/10.1080/1380361970030201
• Science in Primary Schools: an investigation into differences in the attainment and attitudes of pupils across schools
  
  Tymms, P. (1997). Science in Primary Schools: an investigation into differences in the attainment and attitudes of pupils across schools. Research in Science and Technological Education, 15(2), 149-159.
• Can early school-based screening and intervention programs for ADHD improve children's outcomes and access to services? Age 10 follow-up of a school-based trial.
  
  Sayal, K., Owen, V., White, K., Merrell, C., & Tymms, P. (n.d.). Can early school-based screening and intervention programs for ADHD improve children’s outcomes and access to services? Age 10 follow-up of a school-based trial. Archives of Pediatrics & Adolescent Medicine. Advance online publication.
• Dysfunctional Effects of League Tables: A Comparison Between English and Scottish Primary Schools
  
  Wiggins, A., & Tymms, P. (n.d.). Dysfunctional Effects of League Tables: A Comparison Between English and Scottish Primary Schools. Public Money and Management, 43-48.
• Citations and the Power Law.
  
  Tymms, P. (n.d.). Citations and the Power Law. Research Intelligence : BERA Bulletin., 93, 4-5.

Newspaper/Magazine Article

• Teachers show bias to pupils who share their personality
  
  Tymms, P. (2015, February 25). Teachers show bias to pupils who share their personality. The Conversation.
• Dyslexia is not a Disease to be Cured
  
  Tymms, P. (2005, November). Dyslexia is not a Disease to be Cured. Times Educational Supplement.

Other (Print)

• Categorising Special Needs.
  
  Ndaji, F., & Tymms, P. (2009). Categorising Special Needs (pp. 24-25). SEN Magazine.
• Basisprufverfahren:Zum Schaden Oder Zum Nutzen?
  
  Tymms, P., & Wylde, M. (2005). Basisprufverfahren:Zum Schaden Oder Zum Nutzen? (M. Gotz & K. Muller, Eds.; pp. 117-129). Grundschule Zwischen Den Anspruchen Der Individualisierung und Standardisierung.
• Inattentive, hyperactive and impulsive children: teaching and classroom management strategies: a research-based guide for LEAs: produced by the CEM Centre, University of Durham
  
  Merrell, C., & Tymms, P. (2002). Inattentive, hyperactive and impulsive children: teaching and classroom management strategies: a research-based guide for LEAs: produced by the CEM Centre, University of Durham.
• Working with difficult children in years 1 and 2: a guide for teachers: a research-based guide for teachers
  
  Merrell, C., & Tymms, P. (2002). Working with difficult children in years 1 and 2: a guide for teachers: a research-based guide for teachers.

Report

• The economic benefits of effective reception classes
  
  Little, A., Hodge, L., & Tymms, P. (2023). The economic benefits of effective reception classes. Department for Education.
• Standard Deviation as an outcome on interventions: a methodological investigation
  
  Tymms, P., & Kasim, A. (2018). Standard Deviation as an outcome on interventions: a methodological investigation.
• The First Year at School in the Western Cape: Growth, Development and Progress
  
  Tymms, P., Howie, S., Merrell, C., Combrick, C., & Copping, L. (2017). The First Year at School in the Western Cape: Growth, Development and Progress.
• Children's development at the start of school in Scotland and the progress made during their first school year: An analysis of PIPS baseline and follow-up assessment data
  
  Tymms, P., Merrell, C., & Buckley, H. (2015). Children’s development at the start of school in Scotland and the progress made during their first school year: An analysis of PIPS baseline and follow-up assessment data. The Scottish Government.
• Performance Indicators in Primary Schools: A comparison of performance on entry to school and the progress made in the first year in England and four other jurisdictions: Research report
  
  Tymms, P., Merrell, C., Hawker, D., & Nicholson, F. (2014). Performance Indicators in Primary Schools: A comparison of performance on entry to school and the progress made in the first year in England and four other jurisdictions: Research report.
• Attention deficit hyperactivity disorder; Evidence update 45
  
  Taylor, E., Asherson, P., Bretherton, K., Bretherton, V., Hollis, C., Keen, D., Ryan, N., Salt, N., Sayal, K., Tymms, P., & Young, S. (2013). Attention deficit hyperactivity disorder; Evidence update 45.
• Every Child Counts: The Independent evaluation Executive Summary
  
  Torgerson, C., Wiggins, A., Torgerson, D., Ainsworth, H., Barmby, P., Hewitt, C., Jones, K., Hendry, V., Askew, M., Bland, M., Coe, R., Higgins, S., Hodgen, J., Hulme, C., & Tymms, P. (2011). Every Child Counts: The Independent evaluation Executive Summary. Department for Education (DfE).
• The Every Child Counts Independent Evaluation Report to DfE.
  
  Torgerson, C., Wiggins, A., Torgerson, D., Ainsworth, H., Barmby, P., Hewitt, C., Jones, K., Hendry, V., Askew, M., Bland, M., Coe, R., Higgins, S., Hodgen, J., Hulme, C., & Tymms, P. (2011). The Every Child Counts Independent Evaluation Report to DfE.
• A review of impact and implementation issues in relation to Kidscreen and relevant other measures.
  
  Deighton, J., Barmby, P., Tymms, P., Croudace, T., & Wolpert, M. (2010). A review of impact and implementation issues in relation to Kidscreen and relevant other measures. Targeted Mental Health in Schools (TaMHS) National Evaluation Team.
• Me and My School: Preliminary Findings from the first year of the National Evaluation of Targeted Mental Health in Schools (2008-09)
  
  Tymms, P., & Coe, R. (2010). Me and My School: Preliminary Findings from the first year of the National Evaluation of Targeted Mental Health in Schools (2008-09). Department for Children, Schools and Families.
• Scottish Government's class size policy.
  
  Tymms, P. (2010). Scottish Government’s class size policy. The Education, Lifelong Learning and Culture Committee of the Scottish Government.
• Attention Deficit Hyperactivity Disorder: The NICE Guideline on Diagnosis and Management of ADHD in Children, Young People and Adults. Practice Guideline No. 72.
  
  Taylor, E., Kendall, T., Asherson, P., Bailey, S., Bretherton, K., Brown, A., Costigan, L., Duncan, A., Harpin, V., Hollis, C., Keen, D., Lewis, A., Mavranezouli, I., Merrell, C., Mulligan, D., Perez, A., Pettinari, C., Ryan, N., Salt, N., … Young, S. (2009). Attention Deficit Hyperactivity Disorder: The NICE Guideline on Diagnosis and Management of ADHD in Children, Young People and Adults. Practice Guideline No. 72. National Institute for Health & Clinical Excellence.
• Performance Indicators in Primary Schools: On-entry Baseline Assessment and follow-up Material (PIPS-BA).
  
  Vidmar, M., & Tymms, P. (2009). Performance Indicators in Primary Schools: On-entry Baseline Assessment and follow-up Material (PIPS-BA). https://doi.org/10.13140/2.1.4797.6329
• Review and recommendations for national policy for England for the use of mental health outcome measures with children and young people.
  
  Group:, R., Wolpert, M., Fonagy, P., Frederickson, N., Day, C., Rutter, M., Humphrey, N., Vostanis, P., Meadows, P., Croudace, T., Tymms, P., & Brown, J. (2008). Review and recommendations for national policy for England for the use of mental health outcome measures with children and young people. Department of Children Schools and Families and Department of Health.
• Summary of research on changes in educational standards in the UK.
  
  Coe, R., & Tymms, P. (2008). Summary of research on changes in educational standards in the UK.
• Testing and Assessment.
  
  Tymms, P. (2008). Testing and Assessment.
• Standards and Quality in English Primary Schools Over Time: the national evidence.
  
  Tymms, P., & Merrell, C. (2007). Standards and Quality in English Primary Schools Over Time: the national evidence.
• Executive Summary of the National Evaluation of Xlerate with XL.
  
  Wiggins, A., Jones, K., & Tymms, P. (2006). Executive Summary of the National Evaluation of Xlerate with XL.
• Children Starting School in Scotland: A Report of Research Funded by Seed
  
  Tymms, P., Jones, P., Merrell, C., Henderson, B., & Cowie, M. (2005). Children Starting School in Scotland: A Report of Research Funded by Seed.
• The Performance of Newcastle Schools: Report 5 for the Commission.
  
  Tymms, P., Albone, S., Barmby, P., Kokotsaki, D., Merrell, C., & Searle, J. (2005). The Performance of Newcastle Schools: Report 5 for the Commission.
• The Performance of Newcastle Schools: Report 3 for the Commission.
  
  Tymms, P., Heron, T., & Albone, S. (2005). The Performance of Newcastle Schools: Report 3 for the Commission.
• The Performance of Newcastle Schools: Report 2 for the Commission.
  
  Tymms, P., Heron, T., Merrell, C., Jones, P., Albone, S., & Henderson, B. (2005). The Performance of Newcastle Schools: Report 2 for the Commission.
• Children Starting School in Scotland. A report of research funded by the Scottish Executive Education Department.
  
  Tymms, P., Merrell, C., Henderson, B., & Cowie, M. (2004). Children Starting School in Scotland. A report of research funded by the Scottish Executive Education Department.
• Primary quality mark research: module 1 summary
  
  Tymms, P., Coe, R., & Barmby, P. (2002). Primary quality mark research: module 1 summary.
• Module 2 summary: LEA focus
  
  Tymms, P., Coe, R., & Barmby, P. (2002). Module 2 summary: LEA focus.

Scholarly Edition

• 小学校における困難児への対応 教師への指導指針第2版
  
  Konkawa, A., Ebine, H., Sugita, K., Merrell, C., & Tymms, P. B. (2017). 小学校における困難児への対応 教師への指導指針第2版.
• Trabalhando com crianças pequenas desatentas, hiperativas e impulsivas em sala. Um guia para educadores
  
  Rocha Mazzuchelli, D. S., Batista Araujo e Oliveira, J., Costa, M., Merrell, C., & Tymms, P. B. (2015). Trabalhando com crianças pequenas desatentas, hiperativas e impulsivas em sala. Um guia para educadores.
• Maßnahmen und Strategien zur Unterrichtsgestaltung – nicht nur für Kinder mit ADHS. Übersetzt, angepasst und ergänzt von Bettine Reich, Caterina Gawrilow und Anke Zürcher
  
  Gawrilow, C., Zürcher, A., Merrell, C., & Tymms, P. B. (2014). Maßnahmen und Strategien zur Unterrichtsgestaltung – nicht nur für Kinder mit ADHS. Übersetzt, angepasst und ergänzt von Bettine Reich, Caterina Gawrilow und Anke Zürcher.

Working Paper

• The role of iPIPS assessment in providing high quality value added information on school and system effectiveness within and between countries
  
  Kardanova, E., Ivanova, A., Merrell, C., Hawker, D., & Tymms, P. (2014). The role of iPIPS assessment in providing high quality value added information on school and system effectiveness within and between countries.