Missing data are a pervasive problem in data analysis. Three common methods for addressing the problem are (a) complete-case analysis, where only units that are complete on the variables in an analysis are included; (b) weighting, where the complete cases are weighted by the inverse of an estimate of the probability of being complete; and (c)…

There are few measures of teacher professional knowledge of reading comprehension, therefore little is known about the levels of teacher professional knowledge, their motivation and attitudes to teaching reading comprehension. The Knowledge, Behaviour and Attitudes Test for Reading Comprehension (KBAT-RC) was developed from a systematic literature…

Two commonly used approaches to capturing information about teachers are random probability surveys and teacher panels. This paper reviews the strengths and limitations of these two approaches in the context of capturing information about the teacher workforce. A case study is then presented drawing upon recent teacher survey data collections in…

This article traces how some features of school inspection in England and Wales have changed since Her Majesty's Inspectorate was first established in 1839. The article describes how the inspectorate began its work; how, later on, a series of reviews and changes to legislation affected the exercise of its accountability and advisory functions; how…

In England, some secondary-level qualifications comprise non-exam assessments which need to undergo moderation before grading. Currently, moderation is conducted at centre (school) level. This raises challenges for maintaining the standard across centres. Recent technological advances enable novel moderation methods that are no longer bound by…

We analysed the full text of all journal articles returned to the education subpanel of the 2021 Research Excellence Framework (REF2021). Using a latent Dirichlet allocation topic model, we identified 35 topics that collectively summarise the journal articles that research units, typically schools of education, selected for submission. We found…

This report details exploratory research undertaken by Newcastle University from November 2022 to May 2023. The aim of this exploratory project was to develop, trial and evaluate approaches to providing indications of how outdoor space is being perceived, used and valued by students in four schools -- to ascertain which approach (or approaches)…

In recent years, investment in youth services has been contingent on the measurement of predefined outcomes as 'proof' of effectiveness. However, this approach to impact measurement has been criticised for distorting practice and reinforcing inequalities. As youth work emerges from a decade of spending cuts, there is an urgent need for new…

Background: An earlier article in this journal provided a mapping of primary science teacher assessment practices in England using teacher reflections written for Round 4 of the Primary Science Quality Mark (PSQM). Purpose: In the intervening years, the National Curriculum and statutory assessment system of levels has been replaced with a system…

Rubrics are an assessment framework commonly employed in higher education settings; however, students can engage with and perceive them to be used in a variety of ways and with varying degrees of success. The aim of this research project was to explore these perceptions, to better understand how rubrics might be used to support students more…

There is increasing international focus on system-wide schemes of teaching excellence in higher education. In this article, I explore national policy instruments intended to promote and measure teaching excellence. There appears to be very limited knowledge about what underpins the effective design of policy instruments for teaching excellence.…

This framework was developed to to support universities in England to identify courses where value or quality might be a problem and act on it. It aims to: (1) address concerns about low-value courses; (2) build public and government confidence in the quality and value of courses; and (3) show Universities UK's commitment to being consistent and…

The COVID-19 pandemic suspended established practices that, in normal times, are seen as central to the functioning of education systems. For example, in England, school closures led to the cancellation of national examinations in 2020, and their attempted replacement with an algorithmic model. Following public outcry about what were seen as the…

School- and college-based vocational and technical qualifications (VTQs) in England are required to award successful candidates a grade rather than simple pass or fail. Ensuring the reliability and validity of these grades is considered vital, particularly in light of the high-stakes purposes for which school assessment results in England are…

Although various aspects of school leadership during the COVID-19 pandemic have been addressed in the emerging literature, there is a dearth of studies focusing on the effects of the major assessment changes that took place during this period. This article reports on a study of three case-study schools in England, analysing leaders' experiences of…