Teaching is very important to Victoria and has been her aim since she was a child. From qualifying as a teacher in 2011 and teaching in a Birmingham primary school, she has transitioned into researching teaching.
Victoria experienced the changes in assessment and curriculum reform while working as a Year Five teacher (ages nine to ten), and found the transition confusing and frustrating, namely because the guidance for assessment was non-existent. Hence, when the opportunity to explore this at a PhD level arose, Victoria jumped at the opportunity. Since beginning her postgraduate studies, Victoria has expanded the levels of assessment she initially had and added new dimensions. There are further areas of education Victoria would like to explore, including pupil impact of the assessment change, the effect of assessment reform on pedagogy, and potential washback of increased standards of attainment of the early years.