The idea that exams exist to help universities and employers pick candidates is deeply entrenched – and misguided.
Academic rigor, journalistic flair
Articles on A-levels
Displaying 1 - 20 of 30 articles
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.
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.
Top contributors
-
Senior Lecturer in Education and Social Justice, Lancaster University
-
Teaching Fellow, Department of History, University of Birmingham
-
Professor in Occupational Therapy, Life Balance and Wellbeing, Cardiff University
-
Programme Leader, MA in Educational Assessment, UCL
-
Professor in Psychology, University of Essex
-
Professor of the Social and Critical Histories of Art, University of Leeds
-
Sir Henry Wellcome Postdoctoral Fellow, King's College London
-
Professor of Education, University of Wolverhampton
-
Professor of Contemporary Archaeology, University of Oxford
-
Associate Professor in Educational Assessment, UCL
-
NIHR Postdoctoral Fellow at the Department of Psychiatry, University of Cambridge
-
Professor of Education, Northumbria University, Newcastle
-
Senior Lecturer in Mathematics, University of Essex
-
PhD candidate in Sociology, Lancaster University
-
Reader in the School of Pharmacy and Biomolecular Sciences, University of Brighton
