Exam marking reliability is an issue that crops up regularly as analysts try to decipher the intricacies of exam results and what they mean for attainment and exam difficulty.
This has been complicated in recent years by the alterations to the GCSE system that have altered the way league tables are compiled and therefore make it harder for comparisons to be made.Read More
The debate over the usefulness of mock exams has intensified as the new, more rigorous GCSE examinations have begun to be used across England, Wales and Northern Ireland.
This has combined with renewed calls regarding student stress and whether mock exams – and exams in general – are effective as a means of teaching.Read More
Prior to the first round of GCSE results in 2017, much was said and speculated about how the new GCSE grading system would impact students.
From A* to U, to 9 to U – the changes seemed simple enough, but what they truly meant for students, teachers and parents ranged from being slightly concerning, to outright disturbing.
So, one year on, the question is whether, and how, the new grading system has affected student outcomes.Read More
In 2017, 70.9% of girls were awarded at least a C – or a 4 grade – in their GCSEs, compared to just 61.5% of their male counterparts. This gender gap leapt from 16.1%in 2016, to 17.4%, in 2017.
In this article, we want to take a look at the potential reasons behind the gap, and explore how the move to linear exams could be set to shake things up.Read More