Last year we launched our new flagship events programme, which includes our much- loved debates series What if…? radical and inspiring ideas for alternative education futures. Through this series we bring together prominent speakers on education issues – from policy makers to academics, practitioners to parents – to hear their views on key debates in the field.
So far, we’ve tackled education’s role (or not) in social mobility, vocational education’s Cinderella status, teaching’s image problem, the (unmet) needs of schools operating in the most challenging circumstances, the special educational needs and disability (SEND) crisis, the AI revolution, the promise of educational neuroscience, and how to get all kids to love (or at least not hate) mathematics. Phew. (You can watch all these back/listen back to all these here, or find write ups here.)
But there are many crucial topics that we haven’t yet covered. We intend to put that right in 2018/19.
To get us started, on 1 October we’ll be looking at young people’s mental health and well-being – asking What if…we wanted our kids to be happier?. Young people’s Read more ›
As schools begin a new term, many headteachers are faced with chronic gaps in their staffing. It is at this time of year that the teacher shortage is most keenly felt. At the same time teacher education and teacher training providers prepare to welcome a cohort of new recruits, and consider how to best induct them into what is, for many, a new career and a new professional identity.
As a new report from the Education Policy Institute outlines, the teacher labour market is getting worse. Applications for teacher training are in decline by 5% and exit rates are increasing by up to 10%. For both schools, teacher education providers and the DfE now is a good time to think about the issue of quality initial teacher education (ITE) at scale.
In recent years Read more ›
Tina Isaacs and Lena Gray.
As we wind down from a relatively calm examination season – even with the introduction of new examinations this year – some of us continue to mull over the idea of ‘standards’ in examination systems.
What does the term ‘standards’ mean, anyway? It crops up everywhere in the world of assessment. In England, exam boards and Ofqual, which offer general qualifications like GCSEs and A levels, have to try to make sure that grades have the same meaning across subjects, in different years, and even between competing exam boards – a Sisyphean task that is fraught with technical challenges. This is an area in which assessment researchers like us can see our work having real impact, and there are plenty of exciting developments to shape new thinking. One of those developments is the publication on 10 September by the UCL IOE press of a new book called Exam standards: how measures and meanings differ around the world.
Standard setting in national exams is a topic of interest throughout the global assessment community, yet opportunities for information sharing are rare, given the politically sensitive Read more ›