Staff profile

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 .

Affiliate of the Durham University Evidence Centre for Education

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

• Durham University Evidence Centre for Education (DECE)

• Establishing a Baseline of Children Starting School and Monitoring Progress in the First Year in Primary Schools of the Western Cape, South Africa
• Improving Basic Education in Grade 1 in Lesotho: Pilot
• Improving the educational outcomes of children in Russia and South Africa
• iPIPS
• iPIPS Brazil
• Standard Deviation as an Outcome of Interventions: A Methodological Intervention, Education Endowment Foundation

• 2017: Improving Basic Education in Grade 1 in Lesotho: pilot(£40000.00 from David and Elaine Potter Foundation)
• 2016: Improving the educational outcomes of children in Russia and South Africa(£15121.00 from ESRC Centre for Social and Economic Research on Innovation in Genomics (INNOGEN))
• 2016: Standard Deviation as an Outcome of Interventions: A Methodological Intervention(£3602.00 from Education Endowment Foundation)
• 2016: iPIPS Brazil(£42100.00 from Instituto Alpha E Beto)
• 2014: Embedding Research-Based Interventions for Improving Literacy into Teachers' Everyday Practice(£176986.00 from Education Endowment Foundation)
• 2014: Establishing a Baseline of Children Starting School and Monitoring Progress in the First Year in Primary Schools of the Western Cape, South Africa(£81868.13 from The Nuffield Foundation)
• 2014: Preparing two Reports for the ESP Project(£13228.00 from OECD)
• 2013: An Analysis of PIPS Data for Scotland(£1838.66 from The Scottish Government)
• 2013: International Comparison of Early Years Outcomes(£14978.00 from Department for Education)
• 2012: Physical Activity and Wellbeing in Schools(£394897.52 from ESRC)
• 2011: Impact study of school inspections on teaching and learning(£150012.53 from European Commission)
• 2008: AN EVALUATION OF THE TARGETED MENTAL HEALTH(£302750.00 from Department for Children, Schools and Families)
• 2008: SCIENCE IN PRIMARY SCHOOLS(£12250.00 from The Wellcome Trust)
• 2007: C2k(£580661.00 from Western Education & Library Board)
• 2007: ENTRANCE TESTS(£35500.00 from MISC Local Authority)
• 2007: PROVISION OF AN IRISH MEDIUM VERSION(£173970.00 from CCEA)
• 2006: KTP - FIFE COUNCIL(£359100.00 from Fife Council)
• 2005: STUDENTS ACADEMIC ABILITY EVALUATION SYSTEM(£459126.00 from National Centre for School Curriculum & Textbook Development)
• 2004: WHOLE SCHOOLS APPROACH EVALUATION(£76000.00 from )

• 0000: Academician: Academy of Social Sciences
• 0000: Fellow of the British Academy:
• 0000: Fellow of the Wolfson Research Institute, Durham University:
• 0000: Inaugural Member: Sutton Trust's Education Advisory Group
• 0000: Member: Education Advisory Group Education Endowment Foundation
• 0000: Originator: Online Educational Research Journal
• 0000: Winner: Excellence in Knowledge Transfer Award Durham University ;(joint: 2015)

Available for media contact about:

• General policy: standards in education
• General policy: monitoring, tracking and league tables
• General policy: assessments
• General policy: schools

Authored book

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

Book review

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

Chapter in book

• Tymms, P.B. (Published). Ensuring standards in English A levels. In Examination Standards: How measures and meanings differ around the world. Baird,J., Isaacs,T., Opposs,D. & Gray,L. London: IOE Press.
• Tymms, P. (2021). Questionnaires. In Research Methods and Methodologies in Education. Coe, R., Waring, M., Hedges, L.V. & Ashley, L.D. London: Sage. 231 - 240.
• Tymms, P. (2018). Ensuring standards in English A levels. In How measures and meanings differ around the world. Baird, J., Isaacs, T., Opposs, D. & Gray, L. UCL IOE Press.
• Tymms, P. (2017). Purposes for Educational Research. In The BERA/SAGE Handbook of Educational Research. Wyse, D., Selwyn, N., Smith, E. & Suter, L.E. London: Sage. 165-179.
• 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. Montreal: UNESCO Institute for Statistics (UIS). 126-133.
• Thurston, A., Tymms, P.B., Merrell, C. & Conlin, N. (2014). Improving Reading and Math Achievement across a Whole District. In Classroom Management and Assessment. Slavin, R. California: Corwin.
• Elliott, J. & Tymms, P. (2012). What the evidence says and what we need to investigate. In Contemporary Debates in Childhood Education and Development. Suggate, S. & Reese, E. Routledge. 275-284.
• Tymms, P. (2012). Interventions: experiments. In Research Methods and Methodologies in Education. Arthur, J., Waring, M., Coe, R. & Hedges, L.V. Sage. 137-140.
• Tymms, P. (2010). Ability Testing. In International Encyclopedia of Education. Peterson, P., Baker, E. & McGaw, B. Oxford: Elsevier. 4: 1-6.
• Tymms, P. & Merrell, C. (2009). On-entry Baseline Assessment across Cultures. In Early Childhood Education: Society and Culture. Anning, A., Cullen, J. & Fleers, M. London: Sage Publications. 117.128.
• Tymms, P. & Merrell, C. (2009). Attainment, Standards and Quality. In Children, their World, their Education: Final report and recommendations of the Cambridge Primary Review. Alexander, R. London: Routledge.
• Tymms, P. & Coe, R. (2009). Conclusions: Assessment in an Era of Globalization. In Multicultural Psychoeducational Assessment. Grigorenko, E. Madison, WI: Apex. 469-485.
• Tymms, P. (2008). Commentary on Chapter 10. In Techniques for monitoring the comparability of examination standards. Newton, P., Baird, J-A., Goldstein, H., Patrick, H. & Tymms, P. (eds) London: QCA. 434-438.
• Coe, R., Tymms, P. & Fitz-Gibbon, C. (2008). Commentary on Chapter 8. In Techniques for monitoring the comparability of examination standards. Newton, P., Baird, J-A., Goldstein, H., Patrick, H. & Tymms, P. (eds) London: QCA. 324-329.
• Searle, J. & Tymms, P. (2007). The Impact of Headteachers on the Performance and Attitudes of Pupils. In The Leadership Effect: Can Headteachers make a Difference?. O'Shaughnessy, J. Policy Exchange. 18-42.
• 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 Development on Scale, Instruction at Measure: OBis, a System of Value Added Indicators in Primary Education. van der Hoeven-van Doornum, A. Numegen: ITs, Radboud Universiteit. 101-111.
• Tymms, P. & Merrell, C. (2004). On-entry baseline assessment across cultures. In Early Childhood Education: Society and Culture. Anning, A., Cullen, J. & Fleer, M. Sage. 117-129.
• Tymms, P. (2004). Effect sizes in multilevel models. In But what does it mean? The use of effect sizes in educational research. Schagen, Ian & Elliot, Karen Slough: National Foundation for Educational Research. 55-66.
• Tate, G., Merrell, C. & Tymms, P. (2003). Developing a picture of attainments and progress of deaf pupils in primary schools. In Deafness and Education in the UK. Research Perspectives. Gallaway, C. & Young, A. Whurr Publishers.
• Tymms, P. & Albone, S. (2002). Performance Indicators in Primary Schools. In School Improvement through Performance Feedback. Visscher, A.J. & Coe, R.J. Rotterdam: Swets and Zeitlinger.
• C. Fitz-Gibbon & P. Tymms (2001). Achievement and Educational Performance: A Cause for Celebration? In Education, Reform and the State: Twenty-Five Years of Politics, Policy and Practice. R. Phillips & J. Furlong London: RoutledgeFalmer.

Conference Paper

• Alharbi, Kholood, Cristea, Alexandra I., Shi, Lei, Tymms, Peter & Brown, Chris (2021), Agent-based Simulation of the Classroom Environment to Gauge the Effect of Inattentive or Disruptive Students, in Cristea, Alexandra I. & Troussas, Christos eds, Lecture Notes in Computer Science 12677: Intelligent Tutoring Systems. Athens, Greece / Virtual, Springer, Cham, 211-223.
• Alharbi, Kholood, Cristea, Alexandra I., Shi, Lei, Tymms, Peter & Brown, Chris (2021), Agent-based Classroom Environment Simulation: the Effect of Disruptive Schoolchildren’s Behaviour versus Teacher Control over Neighbours, in Roll, Ido McNamara, Danielle Sosnovsky, Sergey Luckin, Rose & Dimitrova, Vania eds, Lecture Notes in Computer Science 12749: The 22nd International Conference on Artificial Intelligence in Education. Utrecht, Springer, Cham, 48-53.
• Almutairi, Talal, Tymms, P. & Kind, P. (2015), The Tools of Teacher Evaluation: What Should Be Used in Teacher Evaluation from the Teachers’ Perspective, 2015 International Business & Education Conference. London, The Clute Institute, 326.
• Tymms, P., Merrell, C., Henderson, B., Albone, S. & Jones, P. (2009), Learning Difficulties in the Primary School Years: Predictability from On-entry Baseline Assessment, XIV European Conference on Developmental Psychology. Vilnius, Vilnius.
• Tymms, P., Merrell, C. & Jenkins, H. (2008), The advantage of impulsivity: An analysis of the components of Attention Deficit Hyperactivity Disorder and their impact on attainment, AERA Annual Conference. New York, New York.
• Tymms, P., Merrell, C., Hanna, R., Henderson, B. & Albone, S. (2007), The large-scale application of a computer-delivered adaptive assessment for children in primary schools, AEA Conference. Stockholm, Stockholm.
• Tymms, P., Merrell, C., Topping, K., Conlin, N. & D'Souza, E. (2007), Bridging the Gap between Pupil Level and District Level Interventions, Seventh Annual International Campbell Collaboration Colloquium. London, London.
• Merrell, C., Tymms, P. & Jones, P. (2007), Changes in Children's Cognitive Development at the Start of School 2000-2006, EARLI Conference. Budapest, Budapest.
• Merrell, C., Tymms, P. & van der Hoeven van Doornum, A. (2007), Cross Country Comparisons of Progress in the First Year of School, AERA Annual Conference. Chicago., Chicago IL.
• Tymms, P. & Merrell, C. (2006), Leadership matters: A commentary by Professor P. Tymms and Dr. C. Merrell, Teacher Training Resource Bank (TTRB).
• Tymms, P., Merrell, C., Jones, P., Henderson, B. & Cowie, M. (2006), What children know and can do when they start school and how this varies between countries, AERA Annual General Meeting. San Francisco, San Francisco CA.
• Tymms, P., Merrell, C., Heron, T., Jones, P., Albone, S. & Henderson, B. (2006), The Importance of Districts, AERA Annual Meeting. San Francisco, San Francisco CA.
• Merrell, C., Van Doornum, A. v-d Hoeven & Tymms, P. (2006), Cross County Comparisons of Progress in the First Year of School, 5th Conference of the International Test Commission. Brussels, Brussels.
• Peter Tymms (2005), Keynote: An Overview of Peer Mentoring, SHA/SST Mentoring and Coaching Conference. New Connaught Rooms, London, New Connaught Rooms, London.
• Peter Tymms (2005), Presentation on Measuring Impact, BSA Wales Dissemination Event. Holland House Hotel, Cardiff, Holland House Hotel, Cardiff.
• Peter Tymms (2005), Academic Standards - How do you monitor and have they fallen?, AGM and conference of Isis North Ltd. William Hulme's Grammar School, Manchester, William Hulme's Grammar School, Manchester.
• Peter Tymms (2005), Using the Methods of Science to Improve education: Monitoring, Research and Feedback for Students, Teachers and Schools, New Zealand Principals' Association Conference. Dunedin, New Zealand, Dunedin.
• Merrell, C. & Tymms, P. (2005), InCAS (Interactive Computerised Assessment System): Using individual diagnostic profiles in assessment for learning, 11th Biennial Conference: Integrating Multiple Perspectives on Effective Learning Environments. University of Cyprus, Nicosia, University of Cyprus.
• Peter Tymms & Christine Merrell (2005), The Assessment Revolution, iNET: 'New Techologies' online conference.
• Peter Tymms (2005), The Impact of Government Initiatives on Reading, The Death of Dyslexia. Friends House, London, Friends House, London.
• 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, EARLI 11th Annual Conference: Integrating Multiple Perspectives on Effective Learning Environments. University of Cyprus, University of Cyprus.

Conference Proceeding

• Dr. Phil Johnson & Professor Peter Tymms (2005). Understanding Science: Is there just one road up the mountain?. BERA Annual Conference, University of Glamorgan.

Edited book

• Newton, P., Baird, J-A., Goldstein, H, Patrick, H. & Tymms, P. (2008). Techniques for monitoring the comparability of examination standards. London: Qualifications and Curriculum Authority.

Journal Article

• Bartholo, T.L., Koslinski, M., Tymms, P.B. & de Castro, D.L. (2023). Learning Loss and Learning Inequality During the Covid-19 Pandemic. Ensaio: Avaliação e Políticas Públicas em Educação 31(119): e0223776, 1-24.
• Kreuger de Aguiar, Daniel, Tymms, Peter B., Campelo Koslinski, Mariane, Gil Soares de Araújo, Claudio & Lisboa Bartholo, Tiago (2021). Cognitive development and non-aerobic physical fitness in preschoolers: a longitudinal study. Lecturas: Educacion Fisica y Deportes 26(281): 21-42.
• 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: 100939.
• Bartholo, T.L., 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: e20180036.
• Bolden, David & Tymms, Peter (2020). Standards in Education: Reforms, Stagnation and the Need to Rethink. Oxford Review of Education 46(6): 717-733.
• Cramman, H., Gott, S., Little, J., Merrell, C., Tymms, P. & Copping, L.T. (2020). Number Identification: A Unique Developmental Pathway in Mathematics? Research Papers in Education 35(2): 117-143.
• 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.
• Gray, H., Lyth, A., McKenna, C., Stothard, S., Tymms, P. & Copping, L.T. (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(1): 2.
• 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.
• Zeneli, Mirjan, Tymms, Peter & Bolden, David (2018). Interdependent Cross-Age Peer Tutoring in Mathematics. International Journal of Psychology and Educational Studies 5(3): 33-50.
• 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.
• Tymms, P., Merrell, C. & Bailey, K. (2018). The long-term impact of effective teaching. School Effectiveness and School Improvement 29(2): 242-261.
• Tymms, P. & Higgins, S. (2018). Judging Research Papers for Research Excellence. Studies in Higher Education 43(9): 1548-1560.
• 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 & Practice 25(2): 141-159.
• Jones, K.L., Tymms, P., Kemethofer, D., O’Hara, J., McNamara, G., Huber, Stephan, Myrberg, Eva, Skedsmo, Guri & Greger, David (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.
• 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
• 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.
• 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.
• Aloisi, C. & Tymms, P. (2017). PISA trends, social changes, and education reforms. Educational Research and Evaluation 23(5-6): 180-220.
• 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.
• Tymms, Peter, Curtis, Sarah E., Routen, Ash C., Thomson, Katie H., Bolden, David S., Bock, Susan, Dunn, Christine E., Cooper, Ashley R., Elliott, Julian G., Moore, Helen J., Summerbell, Carolyn D., Tiffin, Paul 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): e009318.
• Payanides, P., Robinson, C. & Tymms, P.B. (2015). Rasch measurement: a response to Goldstein. British Educational Research Journal 41(1): 180-182.
• Tymms, P. B. & Merrell, C. (2015). Cross-age Peer Learning. Better Evidence-based Education 7(1): 18-19.
• 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.
• 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 & Adolescent Psychiatry 24(5): 545-552.
• 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.
• Jones, K.L. & Tymms, P.B. (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.
• He, Q. & Tymms, P. (2014). The principal axis approach to value-added calculation. Educational Research and Evaluation 20(1): 25-43.
• Thomas, G. & Tymms, P. (2013). Academic Spring. Research Intelligence 2013(120): 26.
• Tymms, P.B. (2013). Reviewing Rasch decisions. Perspectives: Centre for Education Research and Practice (February).
• 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.
• 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 & Practice 20(3): 349-368.
• 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.
• 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.
• Thurston, A., Tymms, P., Merrell, C. & Conlin, N. (2012). Improving attainment across an education authority. Better: Evidence-based Education 4(2): 8-9.
• Tymms, P.B. & Panayides, P. (2012). Early History of Rasch Measurement in England. Rasch measurement transactions 26(2): 1365.
• Barmby, Patrick, Bolden, David, Higgins, Steve & Tymms, Peter (2012). Predicting success on a Bachelor of Arts Primary Education degree course. Educational Research 54(3): 323-330.
• 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.
• 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.
• Tymms, P. & Merrell, C. (2011). ADHD and academic attainment: is there an advantage in impulsivity? Learning and Individual Differences 21(6): 753-758.
• Tymms, P. (2011). Evidence? The impact of large-scale reform in England. Zeitschrift für Erziehungswissenschaft 13(S1): 105-115.
• 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.
• Tymms, P., McCusker, S., Remedios, R. & Anderson, C. (2010). Breaking the Mould and the Birth of a New Journal: Online Educational Research Journal. Online Educational Research Journal 1(2): 7.
• Ndaji, F. & Tymms, P. (2010). P scales: the state of SEN assessment. SEN Special Educational Needs (45): 72-74.
• 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.
• Sayal, K.,, Owen, V.,, White, K.,, Merrell, C., & Tymms, P. (2010). 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 and Adolescent Medicine
• Ndaji, F. & Tymms, P. (2010). The P scales - how well are they working? British Journal of Special Education 37(4): 198-208.
• Bolden, D., Tymms, P. & Merrell, C. (2009). Can the past inform the future of science in primary schools? Education in Science 232: 10-11.
• Tymms, P.B., Jones, P., Albone, S. & Henderson, B. (2009). The first seven years at school. Educational Assessment, Evaluation and Accountability 21(1): 67-80.
• Luyten, H., Tymms, P. & Jones, P. (2009). Assessing school effects without controlling for prior achievement? School Effectiveness and School Improvement 20(2): 145-165.
• 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.
• Tymms, P., Bolden, D.S. & Merrell, C. (2008). Science in English Primary Schools: Trends in Attainment, Attitudes and Approaches. Perspectives on Education: Primary Science (1): 19-42.
• 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.
• 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.
• Tymms, P. (2008). Diagnostic assessment makes its mark. Make the Grade: Journal of the Chartered Institute of Educational Assessors Autumn 2008.
• Bolden, D., Tymms, P. & Merrell, C. (2008). New Approaches are needed for Science in Primary Schools. Primary Leadership Today (14): 17-19.
• Tymms, P.B., Merrell, C. & Coe, R.J. (2008). Educational Policies and randomized Controlled Trials. The Psychology of Education Review 32(2): 3-7 & 26-29.
• Merrell, C. & Tymms, P. (2007). Identifying Reading Problems with Computer-Adaptive Assessments. Journal of Computer Assisted Learning 23(1): 27-35.
• 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.
• Corbett, Sally S., Drewett, Robert F., Durham, M., Tymms, P. & Wright, Charlotte M. (2007). The Relationship between birthweight, weight gain in infancy and educational attainment in Childhood. Paediatric and Perinatal Edpidemiology 21(1): 57-64.
• 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.
• Tymms, P. & Elliott, J. (2006). Difficulties and Dilemmas in the Assessment of Special Educational Needs. Educational & Child Psychology 23(3): 25-34.
• (2005). Citations and the Power Law. Research Intelligence (93): 4-5.
• Merrell, C. & Tymms, P. (2005). Identifying Reading Problems with Computer-Adaptive Assessments. Bulletin (Learning Difficulties Australia) 37(2): 10-11.
• Carrington, B., Tymms, P. & Merrell, C. (2005). Forget Gender: Whether a teacher is male or female doesn't matter. Teacher December: 32-34.
• 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.
• 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.
• Harker, R. & Tymms, P. (2004). The Effects of Student Composition on School Outcomes. School Effectiveness and School Improvement 15(2): 177-199.
• Tymms, P., Merrell, C. & Jones, P.I. (2004). Using baseline assessment data to make international comparisons. British Educational Research Journal 30(5): 673-689.
• 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 9(2): 177-197.
• Tymms, P. (2004). Are standards rising in English primary schools? British Educational Research Journal 30(4): 477-494.
• 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.
• 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.
• Fitz-Gibbon, C.T. & Tymms, P. (2002). Technical and Ethical Issues in Indicator Systems. Education Policy Analysis Archives 10(6).
• Tymms, P. & Merrell, C. (2002). Tackling Challenging Children. Literacy Today 32.
• Wiggins, A & Tymms, P. (2002). Dysfunctional Effects of League Tables: A Comparison Between English and Scottish Primary Schools. Public Money and Management 43-48.
• 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).
• 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.
• 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.
• 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.
• Tymms, P. (1999). Baseline Assessment, Value-Added and the Prediction of Reading. Journal of Research in Reading 22(1): 27-36.
• P. Tymms (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.
• 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.

Newspaper/Magazine Article

• Tymms, P.B. (2015). Teachers show bias to pupils who share their personality. The Conversation 25 February 2015.
• P. Tymms (2005). Dyslexia is not a Disease to be Cured. Times Educational Supplement 4 November 2005.

Other (Print)

• 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. Higher School of Economics Research Paper No. WP BRP 20/EDU/2014.
• Ndaji, F. & Tymms, P.B. (2009). Categorising Special Needs. SEN Magazine 40: 24-25.
• Tymms, P. & Wylde, M. (2005). Basisprufverfahren:Zum Schaden Oder Zum Nutzen? 117-129.
• Merrell, C. & Tymms, P. (2002). Working with difficult children in years 1 and 2: a guide for teachers: a research-based guide for teachers. 13 p.
• 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. 9 p.

Presentation

• Tymms, P. & Merrell, C. (2016), What impact does the first year of school have on later success?, International Congress for School Effectiveness and Improvement. Glasgow.

Report

• Little, Allan, Hodge, Louis & Tymms, Peter (2023). The economic benefits of effective reception classes. Department for Education.
• Tymms,P. & Kasim, A. (2018). Standard Deviation as an outcome on interventions: a methodological investigation. Education Endowment Foundation (EEF).
• Tymms, P., Howie, S., Merrell, C., Combrick, C. & Copping, L. (2017). The First Year at School in the Western Cape: Growth, Development and Progress. London, Nuffield Foundation.
• 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. School of Education, Centre for Evaluation & Monitoring. Edinburgh, UK, The Scottish Government.
• 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. London, Department for Education.
• 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. National Institute for Health and Care Excellence, Manchester.
• Torgerson, C.J., Wiggins, A., Torgerson, D.J., 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).
• Torgerson, C.J., Wiggins, A., Torgerson, D.J., 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.
• 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. University College London.
• 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).
• Tymms, P. (2010). Scottish Government's class size policy. The Scottish Parliament.
• 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., Sayal, K., Sheppard, L., Stockton, S., Taylor, C., Thorley, G, Turner, J., Tymms, P., Wolpert, M., Wong, I. & 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. London, The British Psychological Society and The Royal College of Psychiatrists.
• Vidmar, M. & Tymms, P.B. (2009). Performance Indicators in Primary Schools: On-entry Baseline Assessment and follow-up Material (PIPS-BA). Ljubljana, Pedagoski institut.
• Coe, R.J. & Tymms, P.B. (2008). Summary of research on changes in educational standards in the UK. Institute of Directors. London.
• Tymms, P.B. (2008). Testing and Assessment. House of Commons Select Committee. London, The Stationery Office Limited.
• Research Group:, 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. Evidence Based Practice Unit.
• Tymms, P. & Merrell, C. (2007). Standards and Quality in English Primary Schools Over Time: the national evidence. Cambridge.
• Wiggins, A., Jones, K. & Tymms, P. (2006). Executive Summary of the National Evaluation of Xlerate with XL. Scottish Executive Social Research.
• Tymms, P., Heron, T., Merrell, C., Jones, P., Albone, S. & Henderson, B. (2005). The Performance of Newcastle Schools: Report 2 for the Commission. School of Education. Durham, CEM Centre.
• Tymms, P., Jones, P., Merrell, C., Henderson, B. & Cowie, M. (2005). Children Starting School in Scotland: A Report of Research Funded by Seed. Scottish Executive Education Department.
• Tymms, P., Albone, S., Barmby, P., Kokotsaki, D., Merrell, C. & Searle, J. (2005). The Performance of Newcastle Schools: Report 5 for the Commission. School of Education. Durham, Curriculum Evaluation and Management Centre.
• Tymms, P., Heron, T. & Albone, S. (2005). The Performance of Newcastle Schools: Report 3 for the Commission. School of Education. Durham, Curriculum Evaluation and Management Centre.
• 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. School of Education. Durham, CEM Centre.
• Tymms, P., Coe, R. & Barmby, P. (2002). Primary quality mark research: module 1 summary. Basic Skills Agency.
• Tymms, P., Coe, R. & Barmby,P. (2002). Module 2 summary: LEA focus. Basic Skills Agency.

Translated Book

• Konkawa, A., Ebine, H. & Sugita, K. (trans.) (2017). Christine Merrell and Peter Tymms, 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 (Working with Difficult Children in Primary Schools. A Guide for Teachers - 2nd Edition). Durham: Centre for Evaluation and Monitoring (CEM)
• Rocha Mazzuchelli, D. S., Batista Araujo e Oliveira, J. & Costa, M. (trans.) (2015). Christine Merrell and Peter Tymms, Trabalhando com crianças pequenas desatentas, hiperativas e impulsivas em sala. Um guia para educadores (Working with Difficult Children in Primary Schools. A Guide for Teachers - 2nd Edition). Durham: Centre for Evaluation and Monitoring (CEM)
• Gawrilow, C. & Zürcher, A. (trans.) (2014). Christine Merrell and Peter Tymms, Maßnahmen und Strategien zur Unterrichtsgestaltung – nicht nur für Kinder mit ADHS. Übersetzt, angepasst und ergänzt von Bettine Reich, Caterina Gawrilow und Anke Zürcher (Working with Difficult Children in Primary Schools. A Guide for Teachers - 2nd Edition). Tübingen: Universität Tübingen