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Research Blog

The dangers of teacher assessment

In most countries, externally marked tests have come to play an increasingly important role in education. In the UK nations, examinations determining pupils’ grades have for long been centrally marked. Until recently, however, many GCSE and A-level courses have included some teacher-assessed elements – and many have lamented the government’s determination to eliminate these components.

Teachers’ contribution to the future of pupils go far beyond their improving academic outcomes

Everybody agrees that teachers are important for improving academic outcomes. But how important are they for improving non-cognitive outcomes? There’s surprisingly little research analysing this issue.

Should we allow faith selection? Should the 50% cap be lifted from faith selective schools to allow their expansion?

With a view to increasing the number of good school places and thereby improving social mobility, the government has proposed a series of measures to ‘unlock’ new supply from ‘premium’ Sponsors from the independent sector, from HE, grammar school groups, and faith communities.

Further work required: selective schooling, outcomes, and a better way towards more equitable education

As part of a wider commitment to improving social mobility by increasing the number of good school places, the government has proposed reform and expansion of grammar schools, prohibited since the 1998 School Standards and Frameworks Act.

Should for-profit providers of education services be excluded from the schools market? A review of theory and evidence

Opponents of the idea that schools could be owned and operated by businesses for profit often claim that such can only come at the expense of quality. Until relatively recently, there's been little rigourous evidence to help settle this question, but now that there is, it's clear that there’s no basis for this claim, and therefore for excluding commercial operators.

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