Tandi Clausen-May has been a Senior and Principal Research Officer with the NFER since April, 1994. She has been involved in a number of projects, relating both to national assessment and commercially-produced mathematics tests, and to the development of mathematics curriculum materials.
Over the course of her work at the NFER Tandi has been responsible for a range of national mathematics tests, for 11- and for 14-year-olds, for use in England and in Wales. She has been involved in all aspects of the developmental work, including the adaptation of assessment materials for pupils with special educational needs. Most recently, she was the project leader for the development of the optional national mathematics tests for pupils in the first two years of secondary school.

Tandi led the team that developed a number of tests published by NFER-Nelson (now GL Assessments), including Progress in Maths, a series of age-standardised written and digital mathematics tests for 4- to 14-year-olds, and the series Mental Mathematics 6 to 14 which was designed for schools with a parallel set of tests for parental use. More recently she developed a new series of innovative digital mathematics tests for pupils aged 9 to 11 years in the last two years of primary school. She has also been involved in a range of other projects, including an evaluation study of two international mathematics and science studies, TIMSS and PISA, the development of a pilot assessment of critical reasoning for university applicants, an activity-based mathematics assessment for children in their first year of schooling, and a detailed analysis of the primary mathematics curricula of seven of the countries which participated in the TIMSS 2003 survey.

Tandi is the author of An Approach to Test Development, a book published by the NFER in 2001 for teachers, test developers, and others who have an interest in the development and use of formal tests, and she writes regularly for a range of academic and professional journals. Her most recent book, Teaching Maths to Pupils with Different Learning Styles (Paul Chapman, 2005), has been well received by both the mathematics and the special education community.

Before becoming a full-time test developer Tandi worked in a variety of different types of school. She taught mathematics and other subjects to pupils aged from 9 to seventeen years, in mainstream and in special, day and residential schools. Her most recent teaching post, held until March 1993, was as the Mathematics Co-ordinator in a special school in Berkshire. She runs regular workshops and in-service training for teachers, teaching assistants and other practitioners with an interest in mathematics, special education and assessment.

Clausen-May, T. (2008). ‘Another angle on angles’, Australian Primary Mathematics Classroom, 13, 1, 4-8.

Clausen-May, T. (2007). ‘Old tests and new curricula: can old assessment structures measure achievement in the digital mathematics curriculum?’ Paper presented at the 33^rd International Association for Educational Assessment Conference, Baku, Azerbaijan, 16-21 September [online].

Clausen-May, T. (2007). ‘Catch them calculating’, Maths Coordinator’s File, 24, 8-12.

Clausen-May, T. (2007). ‘International mathematics tests and pupils with special educational needs’, British Journal of Special Education, 34, 3, 154-161.

Clausen-May, T. (2007). ‘Let’s look further at "seeing" and "doing"’, Equals, 13, 1, 8-9.

Clausen-May, T. (2007). ‘Seeing and doing mathematics’, Special Needs Coordinator’s File, 27, 19-25.

Clausen-May, T. (2007). 'Reflections', Mathematics Teaching, 201, 2.