Research library

Browse and search the library of research carried out by the Centre for Education Research and Practice, covering a wide range of topics across education and assessment.

  1. Using the theory of planned behaviour to understand students' subject choices in post-compulsory education

    Rachel Taylor

    In recent years, there have been concerns in the UK regarding the uptake of particular subjects in post-compulsory education....

  2. The Achieved Weightings of Assessment Objectives as a Source of Validity Evidence

    Neil Stringer

    In its proposed framework for validating Ofqual-regulated assessments, Ofqual identifies four key areas of evidence on which validity arguments should be based. One key area is the alignment between assessment and the curriculum/syllabus....

  3. Exploring the impact of the 2013 Unlocking Potential programme

    Victoria Spalding

    Twenty disadvantaged young people took part in the 2013 Unlocking Potential programme. The programme teams the young person with an athlete mentor who helps them deliver a social action project....

  4. A Rasch analysis of the quality of marking of GCSE Science

    William Pointer

    The reintroduction of an examination that combines biology, chemistry and physics has created the potential for a reduction in the reliability of marking....

  5. How policy formation and implementation interacts with risks to high stakes qualifications

    Stuart Cadwallader and Kate Tremain

    The challenges associated with the formation and implementation of national qualifications policy are well documented (e.g. Baird & Lee-Kelley, 2009; Oates, 2008; Richardson, 2007)....

  6. Gains in marking reliability from item-level marking: is the sum of the parts better than the whole?

    Christopher Wheadon and Anne Pinot de Moira

    Marking of high-stakes examinations in England has traditionally been administered by schools and colleges sending their examination papers directly to examiners. As a consequence, the work of one candidate has, historically, been marked by one examiner, as has work of an entire centre....

  7. Seeds of Doubt: Learning lessons from item level marking

    Anne Pinot de Moira

    This paper proposes a multilevel model which could be used to compare marking reliability between seed marked items and between seed marked units....

  8. An analysis of the GCE A* grade

    Daniel Acquah

    The General Certificate of Education (GCE) A* grade was first awarded to students in 2010. It was introduced to assist higher education institutions in differentiating between the highest performing students and to promote and reward greater stretch and challenge....