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Jo-Anne Baird comments on grading issues Friday, June 3rd, 2016

The Times Educational Supplement has published an article entitled: How Ofqual grading can give inaccurate results. There is some discussion about the suitability of the statistical approach to grading, known as comparable outcomes, to cope with changing cohorts. Jo-Anne Baird commented on the grading system of comparable outcomes, saying, “It is not a perfect system, but I think you have to look on balance at whether it is better than the other possibilities we have.”

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PISA Seminar 9 December Monday, May 16th, 2016

OUCEA is organising a seminar at the University of Oxford on 9 December 2016 after the release of the Programme for International Student Assessment (PISA) 2015 results. The PISA Seminar will be an opportunity to discuss research and future collaborations with PISA data. It will feature presentations by Daniel Caro, Sotiria Grek, Therese Hopfenbeck, John […]

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Quantitative evidence of the importance of learning to read young Thursday, May 12th, 2016

Professor David Andrich (University of Western Australia) will give a public seminar on Quantitative evidence of the importance of learning to read young. Thursday 19 May 2016, 16:30 at the Department of Education, Seminar Room A. Click here for the flyer.

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Effective marking practices Tuesday, May 3rd, 2016

Could teachers mark less but mark smarter? Dr Victoria Elliott, Professor Jo-Anne Baird, Dr Therese N Hopfenbeck, Dr Jenni Ingram, Dr Ian Thompson, Natalie Usher and Mae Zantout (OUDE) together with James Richardson and Robbie Coleman (EEF) have published a review of the evidence on written marking. The report, ‘A Marked Improvement?’ is published by […]

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Teaching strategies and differential effectiveness across learning contexts Thursday, April 28th, 2016

Dr Daniel Caro and Dr Jenny Lenkeit have co-authored a paper with Professor Leonidas Kyriakides, published in the journal Studies in Educational Evaluation. The abstract is below. Full reference: Caro, D.H., Lenkeit, J. & Kyriakides, L. (2016) Teaching strategies and differential effectiveness across learning contexts: Evidence from PISA 2012, Studies in Educational Evaluation, 49, 30-41. Abstract Modern educational theories emphasise effectiveness […]

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