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CMRE Annual research digest 2015

Evidence-based policy has become somewhat of a catchphrase in politics – everybody is for it and nobody is against it. But there is evidence and there is evidence. For long, education policy has unfortunately been guided by research of poor quality, which in turn has contributed to confusion regarding what works and what does not work to generate higher pupil outcomes.

Collaborative overreach: why collaboration probably isn't key to the next phase of school reform

Collaboration between schools has come to be regarded as an important way in which they may find the means to improve their educational performance. Yet little is known definitively about what impact this has for improving pupil attainment.

Tests worth teaching to: incentivising quality in qualifications and accountability

Diversity in qualifications and examinations is a unique feature of the English, Welsh, and Northern Irish education landscapes. Contrary to the prevailing view, the authors of this volume take as their starting point that this diversity is a good thing and should be preserved.

When qualifications fail: Reforming 14-19 assessment

This paper argues for a radical re-think of the way we approach 14-19 curriculum and assessment. The comparability framework has obscured and undermined the essential purposes of assessment, and constrained exam boards’ ability to develop meaningful assessments for young people that meet both their own and the nuanced requirements of further/higher education and employers.