Three years ago, researchers tested AI on real Australian law exams and it struggled. They wanted to know if this is still the case.
Articles on Exams
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While it’s normal to feel some anxiety and nervousness around the exam period, there are signs a student may need extra support.
After graduating, young people enter an often enjoyable, but also challenging, period of new experiences.
High school and uni students may wonder how best to prepare for upcoming exams. Here’s how they can use their time wisely.
If this new development – designed to show if a text is AI-generated – sounds too good to be true, that’s because it is.
An oral exam can show how students have meaningfully engaged with a topic. But it shouldn’t be used as a litmus test for AI use.
Results season can bring pressure to have a career plan. Here’s how to explore your options without having all the answers now.
Students have always cheated in exams. But instead of handwritten notes, they might now use AI-enabled glasses.
Assessments are often treated as culturally neutral when they are not.
A high proportion of South Africans complete grade 12 despite evidence of learning gaps – how is this possible?
In many countries, national exams continue to reward memorisation, shaping what teachers teach and how students learn.
Physical activity improves cognitive function – our ability to think and process information.
From putting your phone away to getting better at ‘chunking’, a neuroscience researcher explains how to make your memory better.
In England, where high-stakes testing is common, students’ fear of failure is higher.
Your memory during exams isn’t just related to how much you study. It is also about how your brain functions under pressure.
Students may be encouraged to study and take exams in subjects that don’t suit them and that they don’t enjoy.
By choosing to offer the Cambridge exam system and publicly criticising NCEA, a group of prominent schools subtly helped shape the government’s new education policy.
Research offers insights into the ideal frequency for reviewing material to make sure it sticks.
Novelty primes your brain to learn, while links with existing knowledge make memories stick.
Use stories, rhymes and acronyms that catch your imagination.
Top contributors
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Professor of Educational Assessment, UCL
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Programme Leader, MA in Educational Assessment, UCL
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Associate Professor, Faculty of Education, Monash University
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Director of the Oxford University Centre for Educational Assessment, University of Oxford
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Professor of Educational Psychology, University of Wollongong
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Professor in Physical Activity and Health, Nottingham Trent University
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Emeritus reader in science education and communication, University of Sussex
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Associate Professor, College of Information & Communication Technology, School of Engineering and Technology, CQUniversity Australia
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Senior Lecturer in Educational Assessment, Macquarie University
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Director, Nottingham Institute of Education, Nottingham Trent University
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Thomas Lancaster, Imperial College London
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Vice-Chancellor and Prinicipal, Brunel University of London
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Head of Department and Senior Lecturer in Education and Social Justice, Lancaster University
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Senior Research Fellow, Curtin University
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PhD student studying educational foundations, policy and practice, University of Colorado Boulder