Hostname: page-component-745bb68f8f-mzp66 Total loading time: 0 Render date: 2025-01-25T01:14:09.806Z Has data issue: false hasContentIssue false
  • English
  • Français

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
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Matters for debate
Information
The Mathematical Gazette , Volume 80 , Issue 488 , July 1996 , pp. 362 - 366
Copyright
Copyright © The Mathematical Association 1996

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

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