Researchers argue that because all learning involves language, language and literacy should be taught explicitly across all school subjects. Language must be understood and learned in context.
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Top-down enforcement of rules is not working; it has to be in people’s own interests to behave ethically.
Would formal exams be a better measure of year nines’ performance than the teacher assessments currently in place?
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Would formal exams be a better, and fairer, measure of pupil performance than teacher assessments?
A-level students at Archbishop Blanch School in Liverpool have lived through a year like no other.
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The way students have been marked has changed, but that doesn’t mean they don’t deserve their grades.
Secondary and post-secondary education systems will both need assessment and grading practices that reflect the realities of schooling in an emergency.
In a social emergency due to COVID-19, schools are moving into uncharted territory where student assessment will need to flexibly and equitably adapt to changing circumstances.