Drivers and Barriers to Educational Success: Evidence from the Longitudinal Study of Young People in England, Haroon Chowdry, Claire Crawford, Alissa Goodman
A major study of factors driving educational achievement. The authors from the UK’s Institute of Fiscal Studies conducted extensive analysis of the Longitudinal Study of Young People in England.
Poverty Can’t be the Elephant in the Room, Loic Menzies
Two-part blog series in which Loic Menzies reviews the evidence in relation to the link between poverty and educational outcomes, arguing that education policy makers (and sometimes practitioners) often avoid talking about ‘the elephant in the room’. In part 2 he goes on to show that child poverty is not inevitable and that highly practical and affordable steps can be taken to reduce child poverty and that previous successes in this area shows that this is a challenge that can be tackled.
A purpose-led approach towards the development of competency frameworks, Simon Child, Stuart Shaw
The concept of ‘competence’ has gained traction in recent years because of its power in informing broader educational objectives, such as readiness for transition to later educational stages. The responsibility for developing competencies in learners is increasingly laid onto educational institutions via accountability arrangements. As a result, competency frameworks are value-laden and motivated by interrelated purposes including construct definition, the development of assessment criteria, and workplace readiness.
Collaboration in the 21st century: Implications for assessment, Simon Child, Stuart Shaw
When assessing collaboration, there is a need for a clear understanding of what is being tested, based on a theoretically-sound and agreed upon definition. In light of this important issue, this article has two main intentions. First, to provide an overview of how collaboration is conceptualised, and how it is distinguished from other related group activities (e.g., cooperation). The second aim is to discuss how the conceptualisations of collaboration underpin the development of appropriate methods of assessment.