Blog

• 17th Nov 2025

  Opinion

  Restoring Trust in Meritocracy: How organisations Are Fighting Back Against the Assessment Crisis (Blog 3 / 3)

  By Mark House

  In our first two blog posts, we documented the crisis: groundbreaking research from Princeton and Dartmouth showing how generative AI has destroyed the signalling value of written applications , and explored why this threatens educational meritocracy and demands new assessment approaches . The evidence is overwhelming. The consequences are severe. Traditional written signals no longer work.

• 14th Nov 2025

  Research

  When Written Applications No Longer Signal Ability: "This is a crisis" (2/3)

  By Mark House

  The rise of generative AI has disrupted far more than how we write - it has fundamentally broken a mechanism that labour markets, universities, and employers have relied on for decades to identify talent. Groundbreaking new research from Princeton and Dartmouth reveals just how profound this disruption is, and why solutions like RM Compare's Adaptive Comparative Judgement are now essential.

• 14th Nov 2025

  Opinion

  Meritocracy in selection - the efficiency paradox of selecting and hiring in the age of AI (1/3)

  By Mark House

  The rise of generative AI in recruitment able to craft convincing CVs, cover letters, and even interview responses has triggered profound changes in how talent is identified and selected. With traditional signals of merit increasingly at risk of manipulation or obsolescence, forward-thinking organizations are searching for dependable, evidence-driven alternatives to ensure fairness and real quality in assessment.

• 10th Nov 2025

  Research

  Assessment for Collective Intelligence: How RM Compare Prepares Learners for Tomorrow's Challenges

  By Mark House

  What if the most important thing we assess in schools isn't what students know individually, but how well they can think, learn, and solve problems together? In October 2025, UNESCO published groundbreaking research by Dr Imogen Casebourne and Professor Rupert Wegerif on "AI and Education for collective intelligence: A futures perspective".

• 10th Nov 2025

  Product

  Digital Equity and Mobile-First Assessment: Why RM Compare is Redesigning for Real Access

  By Mark House

  Assessment technology should work for every learner, not just those in affluent schools with modern devices and reliable broadband. Yet, as RM Compare moves toward a mobile-first user experience, new evidence reveals just how critical this shift is to educational equity. For millions of students in the UK and billions worldwide, smartphones are not merely one device choice, they are the only digital device available.

• 7th Nov 2025

  Opinion

  It’s time ... for assessment everyone can access

  By Mark House

  True educational transformation is only possible when every learner, teacher, and leader is supported by assessment systems that are accessible, fair, and adaptable to all needs. Traditional approaches too often leave out those who learn, communicate, or create in different ways. The future must be truly inclusive, meeting people where they are and how they learn.

• 7th Nov 2025

  Opinion

  It’s time ... to rely on technology that keeps working

  By Mark House

  Reliability, security, and adaptability are non-negotiable in today’s assessment environment. Schools, MATs, and local authorities require systems they can trust - platforms that work every time, at any scale, under any conditions.

• 7th Nov 2025

  Opinion

  It’s time ... to unlock real-world skills everywhere

  By Mark House

  Today's curriculum goes beyond academic knowledge. Schools are now required to nurture key life skills through enrichment activities spanning civic engagement, arts and culture, nature, sport, and practical life skills. These experiences are not just add-ons; they are vital for building resilience, confidence, leadership, and wellbeing in every learner.

• 7th Nov 2025

  Opinion

  It’s time ... to celebrate creativity

  By Mark House

  Too often, creative ability is overlooked by traditional assessment systems focused narrowly on written exams and core subjects. But the curriculum reforms signal a new era: arts GCSEs now enjoy equal status, EBacc constraints have been lifted, and creative subjects are front and centre in every school’s offer.

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