The government is reversing pandemic “grade inflation” in England.
Academic rigor, journalistic flair
Articles on A-levels
Displaying 1 - 20 of 37 articles
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.
Exams are the currency of the education marketplace.
Top contributors
-
Head of Department and Senior Lecturer in Education and Social Justice, Lancaster University
-
Professor of Educational Assessment, UCL
-
Lecturer and PhD researcher in mathematics education, University of Essex
-
Teaching Fellow, Department of History, University of Birmingham
-
Associate Pro Vice Chancellor for Student Inclusion and Professor of Learning and Teaching in Higher Education, University of East Anglia
-
Senior Lecturer in Mathematics, University of Essex
-
Professor in Psychology, University of Essex
-
Programme Leader, MA in Educational Assessment, UCL
-
Lecturer in Education, University of Manchester
-
Professor of Education, University of Wolverhampton
-
Professor of Contemporary Archaeology, University of Oxford
-
Professor in Occupational Therapy, Life Balance and Wellbeing, Cardiff University
-
NIHR Postdoctoral Fellow at the Department of Psychiatry, University of Cambridge
-
Professor of Education, Northumbria University, Newcastle
-
Sir Henry Wellcome Postdoctoral Fellow, King's College London
