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...
It’s no longer enough for students to emerge from their formal schooling with a few grades or marks - we owe it to them to give a much more nuanced picture of what they can do
Drawing on evidence from across the world, we show how high-stakes assessment is harming students and increasingly ignored by key stakeholders. We need to remind ourselves what matters in education....
One of the biggest, and most rarely stated problems we face as an education establishment and as a country, is the mismatch between what we promise young people and what we offer them...
We could have fairer selection processes through assessment and more effective accountability if we get rid of linked scales such as grades, or percentages as our way of reporting assessment outcomes...
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