Authors

Teachers have been critical about the lack of information about the new GCSE specifications, particularly where grade boundaries might sit, but Daisy Christodoulou argues that it is almost impossible to predict the difficulty of an exam before students have sat it. Here, she explains why.

In an exclusive preview of her new book, Ark Schools’ head of assessment, Daisy Christodoulou, argues that many accepted beliefs in schools about how children learn are not supported by research – and much existing practice can actually be detrimental

Historical data shows that it’s not school type, but the subjects studied at different institutions that explains the success of grammar pupils in later life

Schools aren’t teaching to the test out of malice, but because too few people understand what assessments are meant to measure

Schools aren’t teaching to the test out of malice, but because too few people understand what assessments are meant to measure

Critical thinking is beloved of education systems around the world, but it’s notoriously tricky to teach. When it comes to mastering ideas, there’s no substitute for knowledge, finds Daisy Christodoulou