Not everyone will be celebrating this GCSE results day.
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Artículos sobre Exams
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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.
With the refugee crisis, Brexit, and the rise of populist extremism, we must defend the teaching of anthropology. And in doing so, we might expand and rethink ideas of “the humanities”.
There are ways to manage exam anxiety so that it doesn’t hugely impact your performance.
An intense night of study won’t help you remember information in the long-term – and the stress of revising under pressure will likely impact on your sleep and thus your exam performance.
Mind blanks are typically triggered in response to a perceived threat. The chemical process that takes place essentially clears out your working memory, quiets logical processes, and walls off memory.
Is there such a thing as a mean marker?
Does the university clearing system work?
Why we should lament the sharp drop in the number of teenagers taking the one-year qualifications.
Not everyone will be celebrating this results day, so here’s a few words of advice for both students and parents, to help put things into perspective.
Principales colaboradores
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Programme Leader, MA in Educational Assessment, UCL
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Director of the Oxford University Centre for Educational Assessment, University of Oxford
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Associate Professor, Faculty of Education, Monash University
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Professor of Educational Assessment, UCL
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Head of School of Education and Professor of Educational Psychology, University of Wollongong
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Director, Nottingham Institute of Education, Nottingham Trent University
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Vice-Chancellor and Prinicipal, Brunel University London
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Head of Department and Senior Lecturer in Education and Social Justice, Lancaster University
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Senior Research Fellow, Curtin University
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Thomas Lancaster, Imperial College London
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Senior Lecturer in Science Education, Sussex School of Education and Social Work, University of Sussex
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Senior Lecturer in Educational Assessment, Macquarie University
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PhD student, University of Essex
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Postdoctoral Fellow in Economics, London School of Economics and Political Science
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Senior lecturer, University of Adelaide
