Blog
Posts for category: Opinion
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Roadmap Update - Compass and maps
In the world of education and assessment, the terrain shifts daily. A “map” - whether it’s a static dashboard or a rigid three-year product plan - is only truly useful if the world stands still. But when the environment moves faster than your plan, a map quickly becomes a liability.
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The Recruitment Arms Race: Why We Are Losing the "Signal in the Noise"
The latest edition of the Inside your Ed podcast, titled "Why are so many graduates struggling to find a job?", highlights a growing crisis in the graduate labour market. While much of the conversation focuses on economic cooling, a key section reveals a more systemic failure: the total collapse of the traditional hiring process.
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The Future of Assessment: Key Takeaways from the OECD Digital Education Outlook 2026
The release of the OECD Digital Education Outlook 2026 has sparked a vital conversation across the global education community. As Generative AI (GenAI) becomes a permanent fixture in the classroom, the report raises a fundamental question: How do we measure what truly matters when technology can simulate mastery at the touch of a button?
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Beyond the Black Box: Why Ofqual’s AI Principles are a Gift to Assessment Innovation
The publication of Ofqual’s Principles of AI Use in Marking brings some welcome guardrails to a landscape that, until recently, felt a bit like the "Wild West". For those of us in the assessment sector, the sudden explosion of AI capabilities felt both exhilarating and at times lawless.
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The Reliability Paradox: Why the Future of Assessment will be more Nondeterministic
In a previous post, we explored the "Three Mirrors" of assessment - the Left, Right, and Centre views that together provide a complete picture of learner performance. Today, we want to look deeper into the glass. Specifically, we want to discuss why the "Left Mirror" (Holistic Assessment) works so differently from the "Right Mirror" (Absolute Assessment), and why the future of high-stakes evaluation is becoming more nondeterministic.
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Defending Epistemic Integrity in the Age of AI Assessment
Why a grade must be more than just a plausible statistic. It must be a justified belief rooted in human understanding.
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Are You Buying "Instructional Theatre" or Genuine Learning? The Cognitive Science Behind RM Compare.
In the crowded landscape of educational technology, it is easy to be seduced by "smooth flow." Apps designed with slick interfaces, gamified rewards, and passive clicking mechanisms often feel engaging. They promise learning without the friction.
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Unlocking Innovation: How Assessment Design Can Enable the Curriculum the AI Era Demands
This week, Dennis Sherwood posed an uncomfortable question in a powerful SRHE blog post: when we become witnesses to systemic problems in assessment when 1.6 million out of 6.5 million GCSE and A-level grades differ from what a senior examiner would have awarded. What do we do?
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The Confidence - Controls Gap: Why AI Assessment Is Heading for a Reckoning
Across hiring and education, AI is already deciding who gets seen, shortlisted, or passed over. Tools built on large language models can read thousands of CVs, mark essays, and sort candidates faster and cheaper than any human team. The efficiency story is compelling. The safety story is not.