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In 2015, the Aam Aadmi Party (AAP) was elected to govern Delhi promising to improve public services, including education through government schools that would be the equal of private-school provision. Media reports, along with the party’s re-election in 2020, suggest strong public confidence that AAP are delivering on that promise. But is this success reflected by experience in schools?

Delhi’s Education Revolution offers a critical evaluation of the AAP’s education reforms by exploring policy and practice through the eyes of one key group: the government-school teachers tasked with making the AAP’s pledge a reality. Drawing on 110 research interviews conducted via Zoom during the Covid pandemic in the summer of 2020, teachers explain how the reforms have changed their profession and practice, and whether education really has improved for children of all backgrounds. Analysis of views about critical issues such as inclusion and the pressure of achievement targets in classrooms that often contain more than 50 students, informs their observations about the reform programme itself. The study paints a more qualified picture of success than suggested elsewhere and makes a valuable contribution to the understanding of education reforms in India, and most especially, in Delhi.

Teachers spend much of their time on assessment, yet many higher education educators have received minimal guidance on assessment design and marking. This means assessment can often be a source of stress and frustration. Assessment and Feedback in Higher Education aims to solve these problems. Offering a concise overview of assessment theory and practice, this guide provides teachers with the help they need.

In education, theory and practice are often poorly linked. In this guide, Teresa McConlogue presents theoretical ideas and research findings and links them to practice. She considers recent theoretical work on feedback and suggests ways of developing evaluative judgement. Throughout the book, teachers are encouraged to examine their practice critically, and there are ideas for small-scale educational investigations, involving teachers, their colleagues and students, such as using the Assessment Review Questionnaire to adapt assessments.

A key principle of Assessment and Feedback in Higher Education is that an understanding of academic standards is fundamental to good assessment design and more reliable marking. The guide explores the concept of academic standards and proposes methods of co-constructing shared standards within a teaching team and with students through calibration activities.