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

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

• RM Compare Newsletter - November 2025

  Another bumper edition featuring product updates, research reports and a number of opinion pieces. The pace of change in assessment is exponential, driven by the impact of AI. Keeping up can be difficult. We prioritise speed of learning in everything we do to help you to get the very latest perspectives. We are learning faster than ever and will continue to share as we progress. We build RM Compare to facilitate fast learning, and also support research partners around the world to drive things forward. There has never been a more exciting (or important) time for assessment.

• Update from the most comprehensive analysis of Adaptive Comparative Judgement ever undertaken

  The National Science Foundation (NSF) “Learning by Evaluating” (LbE) study (Award #2101235) is the most comprehensive analysis of Adaptive Comparative Judgement (ACJ) ever undertaken—an investment of $1.257 million over three years, spanning world-class universities and K-12 settings.

• Webinar Invitation: Comparative Judgement as a facilitator for Peer Assessment (June 30th 2022)

• Why 'Guild Knowledge' is your organisation's most valuable, and most overlooked asset

  In the previous posts, we explored what Guild Knowledge is (the tacit, experience‑based ability to recognise quality) and showed what the research says about how it can be developed through Learning by Evaluating. This post makes the organisational case: what happens when Guild Knowledge is absent, why conventional responses make it worse, and how to build it deliberately and at scale.

• The OECD Just Mapped the Certification Problem. Here's the Solution.

  The OECD's new report on upper secondary certification is 195 pages of exceptional comparative analysis. It maps 71 certificates across 38 education systems. It identifies why so many reform attempts stall. It names four principles that any credible certificate must balance (relevance, credibility, fairness, and manageability) and then shows, country by country, how every system struggles to achieve more than two or three of them at once.

• When “AI Wrappers” Harvest Your Judgment Data

  In the last two posts, we argued that sovereignty is the only sustainable path for professional judgment, and that the real work now is building the infrastructure that lets organisations own and operate their own intelligence.

• 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?​

• Setting and Maintaining Verifiable Standards in Complex Curriculums and Aligning Teacher Assessment at Scale

• Is your software high quality, how do you know – and does it matter?

  When important decisions, results or reputations depend on a piece of software, “quality” stops being a nice‑to‑have. It becomes the question of whether that system will be there when people need it, and whether it can adapt as your needs change.

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