The proposal could be the radical change the education system needs.
Rigor académico, oficio periodístico
Artículos sobre A-levels
Mostrando 1 - 20 de 38 artículos
The government is reversing pandemic “grade inflation” in England.
You are not the grades you received this year.
A hierarchy in perception puts academic qualifications above vocational ones.
Extending the existing core maths qualification could help improve numeracy.
The IB has a reputation as a rigorous and global qualification.
Universities must help this cohort of students transition into higher education.
The pandemic has has a serious impact on school pupils – but a record number have applied to university.
The idea that exams exist to help universities and employers pick candidates is deeply entrenched – and misguided.
The way students have been marked has changed, but that doesn’t mean they don’t deserve their grades.
New research shows that secondary pupils who take maths past 16 have higher levels of a chemical that boosts brain plasticity and learning in general. What other teaching can provide this?
The UK government’s announcement on how students work will be graded is too little, too late.
Persistent educational inequalities are a feature of schools, too – and schools and homeschooling operate in close relation to each other.
Take part in collaborative working and play to your strengths.
Teachers and students have been left uncertain of what to expect.
Students must not be assessed on course material that they haven’t had the opportunity to learn.
Without transparency, algorithms will erode trust in government decision making.
Problems in the underlying data mean we can’t leave algorithms to decide things on their own.
The outcry over exam results has exposed underlying problems in how we assess educational performance.
Ministers should have seen this exam results fiasco coming.
Principales colaboradores
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Head of Department and Senior Lecturer in Education and Social Justice, Lancaster University
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Lecturer in Education, University of Manchester
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Associate Pro Vice Chancellor for Student Inclusion and Professor of Learning and Teaching in Higher Education, University of East Anglia
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Teaching Fellow, Department of History, University of Birmingham
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Senior Lecturer in Mathematics, University of Essex
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Professor of Educational Assessment, UCL
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Lecturer and PhD researcher in mathematics education, University of Essex
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Professor of Education, University of Wolverhampton
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PhD candidate in Sociology, Lancaster University
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Professor in Psychology, University of Essex
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Professor of Education, Northumbria University, Newcastle
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NIHR Postdoctoral Fellow at the Department of Psychiatry, University of Cambridge
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Professor of Clinical and Bioanalytical Chemistry, University of Brighton
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Associate Professor of English and Literacy Education, University of Oxford
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Sir Henry Wellcome Postdoctoral Fellow, King's College London
