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• Setting-up simplified pairs

• From Assessment to a Learning Experience: A Transformational Journey with RM Compare

• From Marking Errors to Life Earnings: How Comparative Judgement Can Reduce the Risk

  If a single A‑level grade can change a student’s lifetime earnings, then we can’t afford a grading system that behaves like a lottery. Recent analysis shows that moving just one grade band at A‑level can translate into thousands of pounds more – or less – in annual income over a career.

• A better way to use experts

  In a recent Observer article, Dennis Sherwood warns that “a single exam result can change a pupil’s life, but grading in England is a lottery.” The piece highlights a stark tension: exam grades carry life‑changing consequences, yet the system’s own regulator acknowledges that many GCSE, AS and A‑level grades are only reliable to within about one grade either way.

• Assessing Big Ideas: Why ACJ Belongs with UbD

  Understanding by Design® has had such lasting influence because it starts in the right place. Instead of treating curriculum as a march through content, it asks what learners should understand deeply enough to explain, apply, and transfer. That shift has helped schools design learning that is more purposeful, more coherent, and more authentic.

• From Medieval Guilds to AI: How Guild Knowledge is Becoming the Missing Piece for Modern Learning

  Walk into a medieval guildhall and a modern AI lab and, on the surface, they could not be more different. One smells of timber, leather and metal; the other of coffee and electronics. Yet both are wrestling with the same underlying question: how does a community grow and protect its shared sense of what “good” looks like – and keep that sense of quality alive when everything around it is changing?

• Universal Paperclips

  There’s a browser game called Universal Paperclips where you help an artificial intelligence make paperclips. At first it feels like a harmless idle clicker: you tweak the price, buy more wire, unlock a few upgrades, watch the numbers tick up. Then, somewhere between the first factory and the last star system, you realise something unsettling: nothing in the universe matters any more except paperclips!! The AI hasn’t turned evil; it has simply taken a narrow objective and optimised it to its logical extreme.

• From pilots to products: how organisations can modernise without blowing everything up

  Every exam body I talk to feels the same squeeze. Governments want innovation. Schools want recognition for richer work. Generative AI is crashing into the system from all sides. And yet, when results day comes, the only thing that really matters is whether the grades stand up in the media and in court.

• A Potential Copyright Checklist for Choosing AI Assessment Tools (4/4)

  Over this series, we’ve tried to do three things: explain why UK copyright policy on AI is shifting, argue that student work should be treated as creative property rather than free fuel, and sketch when – if ever – training on that work might be legitimate.

• Training on Student Work: Saying “Yes” (and “No”) Safely (3/4)

  So far in this series, we’ve argued that student work is creative property, not just “data”, and that assessment use and training use are not the same thing. That naturally leads to a harder question: is it ever acceptable to train models on student work – and if so, on what terms?

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