DfE and NFER on baseline testing: Do they know what they do?

Gemma Moss, Harvey Goldstein, Pam Sammons, Gwen Sinnott and Gordon Stobart

4 September 2018

Gemma Moss, Harvey Goldstein, Pam Sammons, Gwen Sinnott and Gordon Stobart

On 4 July 2018, the British Educational Research Association (BERA) expert panel on assessment published the report A baseline without basis (Goldstein et al 2018), in response to the Department for Education (DfE’s) plans to carry out baseline testing of all children on entry to reception classes in England. The panel considered whether the evidence from the assessment literature could justify such a test being used for accountability purposes – and concluded that it could...

The changing nature of young children’s learning ecologies, experiences and implications for pedagogy in the digital era

Lorna Arnott, Ioanna Palaiologou and Colette Gray

20 September 2018

Lorna Arnott, Ioanna Palaiologou and Colette Gray

Young children’s perceptions of due process in schools’ disciplinary procedures

Lotem Perry-Hazan and Natali Lambrozo

18 September 2018

Lotem Perry-Hazan and Natali Lambrozo

BERA Bites: A resource for teachers, lecturers and students from the BERA Blog

Gerry Czerniawski, Alison Fox and Rachel Lofthouse

BERA Blog editors

13 September 2018

Gerry Czerniawski, Alison Fox and Rachel Lofthouse

Easier access to quality CPD for teachers while saving the taxpayer money: Can it really be this easy?

James Noble-Rogers

11 September 2018

James Noble-Rogers

Do value-added measures of school and teacher performance reflect genetic differences between students?

Tim Morris and Neil Davies

10 September 2018

Tim Morris and Neil Davies
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Blended learning: more than just equal access

Julia Sargent

6 September 2018

Julia Sargent