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Comparing boards in A level mathematics. Who is the fairest of them all?

Published online by Cambridge University Press:  01 August 2016

Sally Taverner
Sally Taverner*
Affiliation:
Department of Education, University of Newcastle upon Tyne NE1 7RU
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Abstract

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Type
Matters for debate
Information
The Mathematical Gazette , Volume 80 , Issue 488 , July 1996 , pp. 362 - 366
Copyright
Copyright © The Mathematical Association 1996

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References

1. Tymms, P. and Vincent, L., Comparing examination boards and syllabuses at A level: students’ grades, attitudes and perceptions of classroom processes (Technical Report), Belfast: NICCEA - available from the CEM Centre, Department of Education, University of Newcastle (1994).Google Scholar
2. Curriculum, Evaluation and Management (CEM) Centre, Department of Education, University of Newcastle, Comparing examination boards and syllabuses at A level: students’ grades, attitudes and perceptions of classroom processes (Executive Summary), Belfast: NICCEA - available from the CEM Centre (1994).Google Scholar
3. Fitz-Gibbon, C.T., The design of indicator systems – the role in education, Research Paper in Education 7(3) (1992) pp. 271–300.CrossRefGoogle Scholar
4. Fitz-Gibbon, C.T., A level results in comprehensive schools: The Combse project, year 1, Oxford Review of Education 11 (1985) pp. 43–58.Google Scholar
5. Aitken, M. and Longford, N., Statistical modelling issues in school effectiveness studies, Journal of the Royal Statistical Society, Series A 149(1) (1986) pp. 1–43.CrossRefGoogle Scholar