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• Comparing the Education Festival 2023

  Last week I had the privilege of attending the Education Festival held at Wellington College here in the UK.

• AEA (Europe) 2022 Conference Review

  The AEA 2022 conference in Dublin brought together Assessment experts from across Europe (and beyond). The post-pandemic return of the 'in-person' event did not disappoint.

• Assessing the spoken word - What we know.

  Addressing the challenges of assessing speaking skills- Could Adaptive Comparative Judgment solve the problem?

• Sharing and securing learners' performance standards across schools

• Newsletter: June 2022

• A new approach to Peer learning with Comparative Judgement

• RM Compare | 📳LIVE and Assessment as Learning: Building 'Guild Knowledge'

  A couple of weeks ago we launched ⏱️RM Compare | NOW into BETA as a fast, login-free way to experience comparative judgement. You can capture or upload an item, make a few quick comparisons against a trusted standard, and get a result in minutes.

• Lessons from Software Engineering: Why AI in Assessment May Be Solving the Wrong Problem

  Every few years, a body of evidence emerges from an unexpected direction that turns out to be exactly what education needed to hear. We think this might be one of those moments.

• From Steady State to Rulers: how RM Compare is building the future of shared standards

  Assessment systems often talk about standards, but too often those standards remain abstract.​ Teachers, examiners and assessors are expected to align to a wider benchmark, yet in day-to-day practice they usually see only the work directly in front of them: their own class, their own cohort, their own centre.​ That gap matters. It helps explain why judgements can drift between schools, institutions and organisations even when everyone involved is knowledgeable, careful and acting in good faith.

• How reliable are GCSE grades – and what can we do about it?

  Every year in England, some things in education feel almost guaranteed. Exam season will arrive on schedule, bringing with it the familiar mix of anxiety, hope and hard work in schools up and down the country. Ofqual will emphasise that our qualifications system is robustly designed, closely regulated and delivering grades that are fair and can be trusted. And Dennis Sherwood will publish fresh analysis arguing – drawing largely on Ofqual’s own technical reports – that neither the level of fairness nor the level of trust we assume is quite what it seems.

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