Authors

Opportunities for teacher-led diagnostic assessments are being missed amid overreliance on reading ages and standardised reading tests, suggests Alex Quigley

With the new Ofsted framework taking a broad view of inclusion, it’s even more important to make teaching inclusive ‘by design’ and not by accident, suggests Alex Quigley

In the age of AI, the days of relying on coursework as a component of A-level assessment may be numbered, writes Alex Quigley. But what are the alternatives?

Whole-class feedback has the potential to be a workload saviour, says Alex Quigley, but does it always help learning?

Teaching assistants need to promote independence, not dependence, writes Alex Quigley – and consistent use of scaffolding strategies is the key

As exam season looms, it’s important to close the ‘knowing-doing gap’, writes Alex Quigley as he lists simple steps that can help