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...
Real Mathematics is social and interdisciplinary - only in schools is the benchmark of mathematical competence measured by what people can do on their own and in silence, separated from books and technology ...
A knowledge-rich curriculum with a narrow focus on traditional subjects, and a tired system of assessment, can only get us so far. We must change what, and how, we teach our children.
In this guest post Robert Halfon MP argues that we need a new Baccalaureate style qualification at the end of compulsory education, and a curriculum with greater emphasis on interdisciplinary and applied learning...
How can we assess oracy? This blog outlines four reasons why you might want to assess oracy, and those methods that balance practicality, validity and reliability to do so...
When thinking about assessment, it can be easy to focus too much on the intended outcomes of learning and too little on how each learner’s particular needs are accounted for in their experience of education...
