What is the future of assessment? How big a part will technology play? And what headway is already being made? Craig Barton speaks to Ben Stafford, AQA’s head of assessment design, and head of research and development Ruth Johnson about the strategies that might be considered for future exams. Dimitrios Georgalis is a maths teacher at Leeds City College, and Darren Coogan is curriculum Lead for GCSE Maths at Peterborough Regional College, they tell Craig how they use innovative technologies in the classroom.

How does online marking of exam papers work? What processes make marking is accurate and consistent? And what tools are markers given to ensure quality control? Pete Hawcroft, AQA’s head of marking, tells Craig Barton how each question paper is marked. Craig also meets Juliet Park, director of languages for a West Yorkshire trust. She discusses innovative alternatives to traditional classroom marking. Take a look at the most common marking myths: https://store.aqa.org.uk/content/inside-exams/AQA-INSIDE-EXAMS-S2-EP7-MYTHBUSTING.PDF

How is malpractice investigated? And how can school staff and students help in the process? Bill Johnston and Lalita Handford are both exams integrity leads at AQA; they talk through how potential cases of malpractice reach them, who investigates, and what kind of resolutions cases can come to.

Who writes exam questions? And how does the process ensure the integrity of exams? Craig Barton talks to AQA’s Assessment Banking Manager Oli Woodfield, and Engagement and Communications Lead Jenni Midgley about how question papers are created. Ellie Upton is a science teacher at Chace Community School in Enfield; she explains how her team creates robust mock exams. Visit Exampro to find out more about creating tests from previous question papers: https://www.exampro.co.uk  

Why are some exam questions written in context? And how do writers make sure those contexts won’t advantage certain students over others? Mike, one of AQA’s Lead Assessment Writers for GCSE Physics, tells Craig Barton how he comes up with interesting contexts, and Laurie Luscombe, a maths teacher at The Blue Coat School in Oldham, explains how he cleverly teaches them in the classroom. The British Library teaching resources: https://www.bl.uk/teaching-resources 20 ideas for enriching students' cultural capital: https://www.teachitenglish.co.uk/resources/ks3/20-teaching-ideas-for/planning-and-assessment/20-ideas-for-enriching-students-cultural-capital/35070 The National Theatre teaching resources: https://www.nationaltheatre.org.uk/learning/schools/secondary-and-fe/resources The National Portrait Gallery teaching resources: https://www.npg.org.uk/learning/digital Science Museum teaching resources: https://learning-resources.sciencemuseum.org.uk/resources/?keystage=ks4  

What makes an assessment valid? What factors can undermine that validity? And how do exams validly assess the whole grade range 1-9? Craig Barton gets the answers from AQA’s Director of Assessment and Curriculum Dave Mellor. Plus, Julia Smith, a teacher trainer and former maths teacher, explores how to motivate and prepare students for resits. Our tips for avoiding common pitfalls in exams: https://filestore.aqa.org.uk/resources/mathematics/AQA-8300-POSTER-TIPS.PDF Post-16 one year resit seminar: https://www.aqa.org.uk/resources/mathematics/gcse/mathematics-8300/plan/prepare-to-teach-post-16-one-year-resit-webinar National numeracy video: https://www.youtube.com/watch?v=pDP-ZYAxFbs&feature=youtu.be Basic skills questions (All About Maths): https://allaboutmaths.aqa.org.uk/basicskillsquestions  

What is standardisation? How are examiners trained to mark exams? And should we be standardising our own marking in the classroom and within departments? Craig Barton learns about the standardisation process with Ian White, AQA’s preparation and support manager, and preparation coordinator Jo Harland. Plus, former head of English Ryan Wilson explains how he feels marking class work differs from marking assessments. Improve your marking with teacher online standardisation: https://www.aqa.org.uk/inside-exams-podcasts/series-2-episode-2/improve-your-marking-with-teacher-online-standardisation

How do exam boards review their assessments? When do reviews happen? And what kind of amendments are made for future exams? To help answer some of these questions, Craig Barton talks to Georgina, AQA’s assessment design manager, chair of examiners for biology Michelle, and head of curriculum for history Eoin. Louisa Cotterill, Alcester Academy’s head of humanities, then looks at the ways data can be used to monitor classroom progress throughout the year. How we create question papers: https://store.aqa.org.uk/content/inside-exams/AQA-INSIDE-EXAMS-S2-E1-QP.PDF How we continuously improve our assessments: https://store.aqa.org.uk/content/inside-exams/AQA-INSIDE-EXAMS-S2-E1-CI.PDF  

Teacher Craig Barton is back with series two of Inside Exams, the podcast that gives you an access all areas pass to snoop around behind the scenes at AQA. He’ll be meeting the people who write and mark your students’ exams, as well as pioneering teachers, to get answers to all the questions you ponder throughout the school day.

What is a relationship manager? How can they help you review the past exam series and prepare for the coming year?  AQA’s Nick Sandeman talks through how many schools he visits in a day, what data he can provide you with, and why you’re bound to get more out of a friendly face to face chat than a quick email.

As the new school year begins, what measures are taken behind the scenes to ensure the start of term is as smooth as possible for teachers?  AQA’s Head of curriculum maths, Head of Resource Management, Product Development Manager, Director of Markets, Curriculum Support Manager for Modern Foreign Languages, and Events Planner all explain how what they do helps prepare schools for a successful academic year.

Results day - what goes in to making it happen? AQA’s head of marking, customer engagement manager, team leader of order and results, and head of curriculum religious studies talk through their roles before, during, and after results day. Plus, they reminisce on how they felt picking up their own results.

Multiple choice question myth-busting! Series one of Inside Exams might be over, but before we launch into series two, we’re sharing some extra behind the scenes insights with you. First, Craig Barton puts some common myths about multiple choice questions to AQA senior researcher Zeek Swiery.

Which subjects see a gender imbalance in exam entries? And what can be done by both exam boards and schools to help redress the balance? Steve Kenny, AQA’s head of curriculum computer science, tells Craig Barton how exam boards can help improve the gender balance in some subjects, and Edgehill University’s Dawn Hewitson explains how cross-subject collaboration can help encourage minority gender students into certain subjects. Watch our video on overcoming gender disparity in the classroom: https://www.youtube.com/watch?v=Pji4aiH0WiU

How are mark schemes written? What are the different types of mark schemes? And how can you make use of mark schemes in the classroom? Craig Barton meets AQA Assessment Design Manager Suzanne Oates to find out what examiners consider when they write mark schemes, and history teacher Carmel Bones shares the fun classroom games she plays to familiarise her students with them. The anatomy of a mark scheme: https://filestore.aqa.org.uk/content/inside-exams/AQA-INSIDE-EXAMS-EP7-ANATOMY-MARK-SCHEME.PDF

What happens at an awarding meeting? Who are the people deciding on grade boundaries? Gill, a chief examiner at AQA, takes us behind the scenes on a busy day of awarding, explaining what information and techniques she and her colleagues use to set grade boundaries each year.

How are grade boundaries set? Why aren’t they set until after the exam? And how do statistics combine with human judgement to award grades? Craig Barton asks Lesley Meyer, one of AQA’s senior researchers, what factors are considered in setting grade boundaries, and MFL teacher Jane Wood explains how her school managed to get their tiering decisions right. Myth-busting grade boundaries: https://www.aqa.org.uk/inside-exams-podcasts/episode-6/myth-busting-grade-boundaries

How does the EPQ help students transition from A Levels to higher education? What transferable skills allow them to hit the ground running at university? And should your student choose to create an artefact or a report? Southampton University’s Learn With Us Transition Leader, Dr Emma Thompson, talks through the evidence that shows just how useful doing an EPQ can be both in getting students into university, and allowing them to thrive once there.

What is the Extended Project Qualification? How can students build their self-directed study skills, explore their passions and get credit for it? Jennifer Obaditch, AQA’s Head of Curriculum Projects, enlightens Craig Barton about how the EPQ can help students with their A-levels and university studies, as well as telling him about some of the most impressive projects she’s come across. Craig also meets Julie Greenhough, who coordinates the EPQ at St Benedict’s, to find out how they implement it. Watch our video with an EPQ student: https://www.youtube.com/watch?v=Z6s8_tE_JdU&t=12s Read more research into the EPQ and students' performance: https://www.cambridgeassessment.org.uk/our-research/all-published-resources/research-matters/rm-23/ https://www.tandfonline.com/doi/full/10.1080/02671522.2017.1302498 https://www.cambridgeassessment.org.uk/Images/178062-predictive-validity-of-level-3-qualifications.pdf

How are art exams marked and moderated? How does marking a creative process differ from marking a knowledge based subject? And how are standards maintained across schools? Sandra Allan, AQA’s Head of Curriculum for Creative Arts, and Robin Drummond, one of AQA’s assessment design managers, talk through how they ensure art is marked reliably and accurately.

How are multiple choice questions written? How do they test more than just basic knowledge recall in exams? And how can they be used as revision tools throughout the year? Craig Barton speaks to AQA’s resident MCQs guru Zeek Swiery, who reveals the secrets to writing brilliant MCQs, and science teacher Jinny Bell explains why she finds them so useful in understanding what topics students are struggling to grasp. Test your MCQs knowledge: https://filestore.aqa.org.uk/content/inside-exams/AQA-INSIDE-EXAMS-EP4-AD-QUIZ.PDF

What is the Unit Award Scheme? How can your students gain recognition for studying knife crime, learning to live independently, or illustrating a story book? Adrienne Nichols, AQA’s head of UAS, explains why this acknowledgement of achievement is so valuable in centres like special needs schools, pupil referral units, and youth services, as well as mainstream schools too.

What’s the purpose of unexpected questions that might throw students in exams? What should we be telling our students about how to answer them? And do exam boards see what kids are tweeting after sitting a frustrating paper? Raquel Gomez-Frias, AQA’s social media manager, tells Craig Barton why talking to students on Twitter can be really useful, and English teacher Jon Sellick explains how he deals with any post-exam hysteria. Read our 'Question the Question' blog: https://filestore.aqa.org.uk/content/inside-exams/AQA-INSIDE-EXAMS-EPISODE3-QUESTIONS.PDF

What is AQA’s Unlocking Potential programme? How can it help realise the potential of under-confident students? Visually impaired student Haleemah Farooq talks about how being paired up with a mentor - former GB athlete Claire Bennet - enabled her to raise her aspirations and overcome obstacles others don’t necessarily have to face.

How are papers modified for those with visual impairments? What exam access arrangements are available for our students? And how can teaching assistants help us prepare SEND students for exams? Craig Barton talks to Sue Barnbrook, AQA’s Special Requirements Manager, about how modified question papers and access arrangements have evolved over time, and maths teacher Mark Grimmett explains how best to engage SEND students in classroom activities. Read about how we modify question papers: https://filestore.aqa.org.uk/content/inside-exams/AQA-INSIDE-EXAMS-HWMQ.PDF Learn things you didn't know about modified papers and access arrangements: https://filestore.aqa.org.uk/content/inside-exams/AQA-INSIDE-EXAMS-MPAA.PDF

What is cultural capital? What impact can it have on your students’ ability to access exams? And what activities can you do to encourage imaginative understanding of new or different contexts? Deborah Pearson, AQA’s Head of Curriculum for English, explains how having a degree of cultural capital can help your students access more marks in exams.

How can language affect the accessibility of exam questions? How do exam writers decide how long to make the questions? And who comes up with the contexts? Craig Barton meets AQA Assessment Design Manager Georgina Holmes to explore how words are carefully chosen by exam writers, and talks to maths teacher Kate Brewer about the principles behind making learning accessible to EAL students. Watch our YouTube video: The Power of Language: https://www.youtube.com/watch?v=tsTUBOR8nqE&t=9s Read about how our questions have changed over time: https://filestore.aqa.org.uk/content/inside-exams/AQA-INSIDE-EXAMS-QUESTIONS-THROUGH-TIME.PDF Read more about the COBUILD dictionary: http://news.collinselt.com/cobuild-dictionary-online/ Read more about the Frayer model: https://www.theconfidentteacher.com/2018/04/vocabulary-knowledge-and-the-frayer-model/ Read more about the Kagan structure: https://www.t2tuk.co.uk/StudentTeacher.aspx

Craig Barton introduces "Inside Exams"