GCSE

  1. Death metal and the English Bacc

    When interpreting education research findings, it is important to exercise caution.

  2. Differentiating differences

    How does tiering at GCSE differ from a system of ‘extension’ papers? And how do those systems differ from the old two-level system of CSEs and O-levels?

  3. Are my exams harder than yours?

    "I got a B. But it was with the hard exam board..."

  4. Making exams add up: the effects of aggregation

    Neil Stringer explains how we combine exam paper scores to produce a subject grade, what this means for grade boundaries, and why we maintain standards at subject level.

  5. Summer-born children shun academic subjects

    Children born later in the academic year appear less likely to choose to study 'facilitating subjects' favoured by top universities, according to a recent CERP analysis. Anne Pinot de Moira considers the difficulties faced by summer-born children.

  6. Who should mark our science exams?

    William Pointer looks at the reliability of marking of GCSE science exams and asks: is it ok for examiners to mark biology, chemistry and physics items?

  7. Subject choice: survival of the fittest

    Who decides which subjects are offered as school leaving qualifications?

  8. The numbers game

    As Ofqual launches a consultation on setting standards for the new GCSEs, Ben Jones considers the complexities of establishing a new system.