Examination reform: impact of linear and modular examinations at GCSE

The authors are grateful to Simon Eason (AQA) for providing valuable and continuing guidance for understanding the data characteristics. Additionally, the teachers who participated in the qualitative research provided invaluable insights into the use of linear and modular examinations in schools. We are also grateful to the following people for their contribution to the research process: Carol Brown, Jessica Chan, Therese Hopfenbeck, Steve Holmes and Jane McNicholl.