Whilst the pictures in the news on GCSE results day are mainly of teens jumping up and down in happiness, there is a significant proportion of students hovering in the background who might have failed what they considered to be key elements of their GCSEs.Read More
Research undertaken in 2016 found that 83% of parents were planning on offering rewards to their children for doing well in their exams.
The rewards ranged from £100+ in cash to day trips, lavish meals out, family holidays, and new computers. While there certainly seems to be an appetite for rewarding results, does it achieve anything?Read More
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
On the surface, there are a couple of excellent reasons for switching to winter exams. However, there are also several issues too: the school calendar and the impact of winter on mood and health.Read More
The past decade has put pupils, teachers, parents and carers through the ringer. It seems that not a term has gone by without some big announcement of planned change.
Budgets have shrunk, the curriculum has been shaken up and literacy has been placed under the spotlight.
So, for today’s subject we’re going to be digging into the topic of linear exams – explaining what they are, why the change was made and, most importantly of all, what it means for students and teachers alike.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