Children in the north of England are more likely to finish school with poorer grades and are less likely to go on to further education.
An expert gives her top tips for coping with exam stress and nerves.
Assessments need to be relevant to the real world and test more complex skills to better predict competency, standards of literacy and teaching.
Schools minister Nick Gibb seems to think young people should face more frequent testing, to prepare for GCSEs. His comments fly in the face of 20 years' research.
Secondary students are losing the opportunity to enjoy learning for its own sake.
Research shows that many students are excessively optimistic about course grades. Those with a stronger sense of personal control are also less likely to receive the grades they expect.
It was widely reported boys beat girls in A-level results, but my analysis shows this isn’t actually the case.
This year's changes to GCSE grades means results cannot be compared with those of previous years.
Not everyone will be celebrating this GCSE results day.
Clearing advice from the experts.
New research shows what subjects you study at school make a big difference to the type of university you end up attending.
Elite exam schools are some of the least diverse public schools in the US. Here's how colleges like Harvard could teach high schools like Stuyvesant to improve their admissions process.
An obsession with coding is turning students off computing.
Assessment should be a part of teaching and learning at universities. It's important because it will subvert exclusion and allow all students to take responsibility for their work.
Students taking 'smart drugs' to boost their academic performance are putting their health at risk.
Why a common sense approach is needed when it comes to autism and primary school tests.
Busting the myths on grammar schools.
Fake degrees are bad news for universities and employers.
South Africa's annual matric pass rate obscures important differences in provincial achievements, the rural and urban divide and the unequal outcomes for learners in poorer schools.
Exams do have a purpose, but they shouldn't be used to assess the recall of meaningless facts.