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Articles on A-levels
Displaying 1 - 20 of 25 articles
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.
Exams are the currency of the education marketplace.
Our research found that teacher assessments and exam scores match closely for maths, English and science.
Why a recent report, backed by university staff, argues that institutions should start offering students places after they've received their A-level results.
Research shows that 80% of medical students come from just 20% of the UK's secondary schools.
Beat exam stress with these top tips.
Does the International Baccalaureate make for a better rounded education for students?
An expert gives her top tips for coping with exam stress and nerves.
It was widely reported boys beat girls in A-level results, but my analysis shows this isn’t actually the case.
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.
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".
'Posh white girls' are unjustifiably taking the brunt of reports of the last art history A-level but casualties are all those the exam board had been moving to reach out to.
Top contributors
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Research Fellow, Department of History, University of Birmingham
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Professor in Occupational Therapy, Life Balance and Wellbeing, Cardiff University
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Programme Leader, MA in Educational Assessment, UCL
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Professor in Psychology, University of Essex
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Professor of the Social and Critical Histories of Art, University of Leeds
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Sir Henry Wellcome Postdoctoral Fellow, King's College London
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Professor of Education, University of Wolverhampton
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Professor of Contemporary Archaeology, University of Oxford
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Associate Professor in Educational Assessment, UCL
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Senior Lecturer in Education and Social Justice, Lancaster University
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Research associate at the Department of Psychiatry, University of Cambridge
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Professor of Education, Northumbria University, Newcastle
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PhD candidate in Sociology, Lancaster University
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Reader in the School of Pharmacy and Biomolecular Sciences, University of Brighton
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Associate Professor of English and Literacy Education, University of Oxford
