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Summary of the findings of the TOP Foundation investigation into competitive school sport, conducted for Ofsted.
Research looking at massive open online courses (MOOCs) and how they can be used within compulsory-age education.
Research to investigate the quality of marking of exams in GCSEs, AS and A levels, and other academic qualifications in England.
Research into the effectiveness of schools’ phonics teaching practices.
Research on provision for two-year-olds in schools.
Pupil attainment at state-funded schools in the 2012 to 2013 academic year.
Revised statistics on the achievements of young people at the end of key stage 4 in the 2012 to 2013 academic year.
The attainment of young people aged 19 in the 2012 to 2013 academic year.
Research into the the effectiveness of the linked pair of GCSEs in mathematics in increasing pupil participation in maths beyond GCSE level.
These are the statistics for appeals for GCSE and A level exams in England, Wales and Northern Ireland.
How local authorities (LAs) spent their funding on education, children's services and social care.
Research by the University of Cambridge into predicting GCSE grades based on past Key Stage 2 performance.
This report reviews the possible benefits of double marking over single marking. It covers studies from the 1940s to 2014.
A perspective on quality of marking that looks at how assessments and tests are marked internationally.
Findings from a survey of examiners as part of Ofqual's research into the quality of marking in academic exams.
Findings from a 2013 survey of teachers as part of Ofqual's research into the quality of marking in GCSEs and A levels.
A literature review to understand possible factors that affect marking reliability in GCSE and A level exams.
A 2013 study to understand the attitudes of teachers and examiners to the marking process in GCSE and A level exams.
The results of a study to identify where current marking of exams works well and recommend improvements in marking.
This research from 2014 compares the pros and cons of using item-level marking in exams rather than whole-script marking.
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