No More Marking

What if transferable skills don’t exist?

The implications for schools, universities, and the British civil service

Sep 6 • Daisy Christodoulou

127

37

21

The difficulty of the Guardian Crossword, 1930 to 2026

Waugh is put out, Slope goes down and Golding is ungilded

Sep 2 • Chris Wheadon

113

3

3

August 2026

What should we do about the “forgotten third”?

The importance of foundational skills

Aug 20 • Daisy Christodoulou

116

54

18

Solving GCSE mocks with Comparative Judgement

Double Marker - our newest project

Aug 14 • Daisy Christodoulou and Chris Wheadon

13

5

Schools aren’t to blame for the NEET crisis

When learning more doesn’t help you earn more

Aug 8 • Daisy Christodoulou

144

36

27

The problem with "parity of esteem"

Vocational education at age 14 is not the answer

Aug 2 • Daisy Christodoulou

195

42

37

July 2026

Jim Callaghan's Secret Garden, fifty years on

What Callaghan's 1976 challenge to teachers can tell us about Andy Burnham's devolution gamble

Jul 26 • Daisy Christodoulou

73

6

10

Folarin Balogun and the consistency vs common sense trade-off

Do you prefer the right outcome with the wrong process, or the wrong outcome with the right process?

Jul 7 • Daisy Christodoulou

122

5

6

June 2026

An AI marking case study: from four hours to twenty minutes

AI assessment can remove workload without removing the teacher

Jun 20 • Daisy Christodoulou

61

6

6

Why personalising education based on student interests doesn’t work

You can't learn everything through the medium of Taylor Swift

Jun 13 • Daisy Christodoulou

178

42

40

May 2026

Is AI feedback true but useless?

What happened when 9,000 primary pupils received personalised feedback on their writing

May 30 • Daisy Christodoulou

74

22

8

Motorways with no speed limits and car-free town centres

A manifesto for technology in schools

May 24 • Daisy Christodoulou

116

17

23