Over the last two years the higher education sector has been engaged in a mass participation Action Research experiment; unfortunately it was an experiment with too many input variables and confounding factors, and a shift in the way we measured the outputs.
Disruption to secondary education and examinations meant many students entered higher education lacking confidence, core knowledge or with rusty study and assessment skills. The switch to online delivery encouraged, or perhaps compelled, teachers to review how and what they were teaching, and how it could be assessed.
