We have no legitimate reason why not to have a complete rethink about our entire education system, and to act on readily available and highly documented education research...
We currently experience an education centred around recalling information in exchange for a number that determines your ‘intelligence’. It is failing us. We need interdisciplinary thinking and place-based curricular...
Adolescence is a sensitive time of brain development. Between the ages of 15 and 16, when one set of key exams take place, there is a vast amount of variation in brain development for difference individuals...
Reimagining the education system in Australia and designing a new set of metrics to measure the success of our students in response to an ever-changing world...
Despite all the stresses and challenges of the TAGs arrangements, teachers are still able to reflect on the benefits of a teacher assessed grade system...
Rethinking assessments must be drawn back to the way humans have learnt and evolved so far – we must look at evolutionary history and understand that our development and our growth as a species is littered with variety...
We believe that going beyond the traditional approach of CV and grade-based recruitment leads to a better long-term outcome for the firm and the candidate...
The University of London, as well as many other Universities, have trialled open book exams during the Covid-19 pandemic - an assessment innovation that looks like it is here to stay...
In this piece, Issy drawns on her personal experience and growing identity as an activist to reflect on how she wished she had been taught societal issues at a younger age and given the opportunity to apply her learning...
