'Do you want to know a secret?': Who knows and who doesn’t, but should?
This study sought to discover the extent to which teachers knew the 'secrets' of feedback, and whether their students used it effectively.
This study sought to discover the extent to which teachers knew the 'secrets' of feedback, and whether their students used it effectively.
This paper explored the apparent contradiction between a focus on assessment criteria - potentially killing creativity - when creative writing forms a large part of the GCSE English exam content.
This paper considered whether there is a role for self and peer assessment in police courses, normally focussed on directed training, when students are faced with high stakes, often career defining, pass/fail tests.
A doctoral thesis that explores the potential benefits and challenges of employing an adaptive comparative judgement (ACJ) approach in comparison with the summative assessment of GCSE English students’ creative writing in the FAVE (Further, Adult and Vocational Education) sector.
A doctoral thesis investigating strategies that can help ESOL learners develop the ability to self-direct their learning of English outside of the classroom.
An anthology of action research accounts, containing 53 chapters written by practitioners from post-16 education settings across England, along with think-pieces from members of the OTLA programme team.
A whole department approach exploring the impact of online assessment on the planning and delivery of Maths, and learner response to tasks.
This project investigated whether a more nuanced approach to weekly digital diagnostic assessments for GCSE Mathematics Resit classes would improve learner motivation and confidence.
This project used gamification to enhance the quality and use of feedback in consultation with English and Maths learners.
This project aimed to create a new online initial assessment (IA) tool that would more accurately meet the needs of reform Functional Skills Maths learners.