Below are some recent examples where No More Marking was used for research purposes.

- Wheadon, C., Barmby, P., Christodoulou, D., & Henderson, B. (2020). A comparative judgement approach to the large-scale assessment of primary writing in England.
*Assessment in Education: Principles, Policy & Practice, 27*, 46-64 - Eaves, J. (2020). Domain-specific and domain-general skills in the identification of conceptually-derived arithmetic strategies (PhD Thesis, Loughborough University).
- Davies, B., Alcock, L., & Jones, I. (2020). Comparative judgement, proof summaries and proof comprehension.
*Educational Studies in Mathematics, 105*, 181-197. - Holmes, S. D., He, Q., & Meadows, M. (2017). An investigation of construct relevant and irrelevant features of mathematics problem-solving questions using comparative judgement and Kelly’s Repertory Grid.
*Research in Mathematics Education, 19*, 112-129. - Jones, I., Wheadon, C., Humphries, S., & Inglis, M. (2016). Fifty years of A‐level mathematics: have standards changed?
*British Educational Research Journal, 42*, 543-560.