April 17, 2019
Apples and Oranges

Comparing apples with oranges

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How do you compare apples with oranges? Or even apples with oranges with cherries with bananas with peaches?

This isn’t a joke question that has a pithy punchline...

April 1, 2019
5 Musings on the new ofsted inspection framework

5 Musings on the new Ofsted Inspection Framework

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The Westminster Insight conference for the new Ofsted Education Inspection Framework was held on Tuesday 26 March...

March 8, 2019
A whole new world

A whole new world?

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The educational landscape is undergoing a bit of a shift. Just a mild understatement maybe...

February 20, 2019
10 Essential Reads to improve reading comprehension

10 ESSENTIAL READS to improve reading comprehension

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How many of us, I wonder, in our first year of teaching came across that small child who was always reading, always carrying big thick books and invariably introduced as a ‘book worm’?...

February 6, 2019
The Big Evidence Debate

The Big Evidence Debate

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By Rob Coe

Meta-analysis involves the aggregation of data from existing studies that share key features, in order to create a summary that reflects all the available evidence...

January 29, 2019
Translation Evidence into Practice

Translating Evidence into Practice

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By Megan Dixon

In education, translating evidence into practice is a process which involves everyone, from classroom-based teachers, to school leadership teams, local authorities and to the wider education communities...

January 16, 2019

Why does vocabulary matter?

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By Megan Dixon

A good vocabulary is an important building block for helping young children to communicate effectively, but it’s also essential to school performance more widely.

January 10, 2019
Losing Track of your Data

Losing track of your data?

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Under the new Ofsted framework, inspectors will now “ignore all tracking data” and from September 2019 Ofsted’s goal will be to view performance measures more in the context of the quality of education provided...

December 13, 2018
researchED Durham

Working out what works at researchED Durham

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By Andrew Pearson

The first conference of its kind in the North East brought together an assortment of thought leaders from the contemporary education scene...

November 24, 2018

Why assessment may tell you less than you think – Part 2

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By Rob Coe

In part 1 of this blog post, I posed five questions about these uses of assessments. I’m going to take these questions in reverse order...

November 21, 2018

Why assessment may tell you less than you think – Part 1

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By Rob Coe

I was inspired to write this blog by reading Harry Fletcher-Wood's book ‘Responsive Teaching’. I really enjoyed the book and would recommend it to any teacher who wants to make ‘formative assessment’ work in their classroom.

April 26, 2018
How schools can engage

How schools can engage with research and evidence

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By Dr Deborah M. Netolicky

It makes sense that the most effective teaching methods are used in classrooms, and that the most effective leadership governance practices are used in schools, but how do educators decide on what evidence on which they should rely, to whom they should listen, and how they might engage meaningfully with research findings? How do we know what research is worth listening to, what is worth ignoring, and what has been debunked?

In my last post for the CEM Blog, I explored the dangers of educators accepting seemingly simple solutions to the complex problems of education. In this post I suggest five ways in which teachers, schools, and systems can meaningfully engage in research...

April 18, 2018
Evidence Based Educations, Expectations, Barriers and Pitfalls

Evidence-based education: expectations, barriers and pitfalls

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By Dr Deborah M. Netolicky

Teachers, school leaders, schools, and education systems around the world are increasingly expected to use data to inform practice.

The Australian school system in which I work is grounded in the 2008 Melbourne Declaration on Education Goals for Young Australians. Among other things, the Declaration outlines the need for schools to have reliable, rich, good quality data on the performance of their students in order to improve outcomes for all students by: supporting successful diagnosis of student progress; supporting designing of high quality learning programs; and informing school approaches to provision of policies, programs, resourcing, relationships with parents and partnerships with community and business. It additionally notes that information about the performance of students helps parents and families make informed choices and engage with their children’s education...

April 10, 2018
Data Matters

Data matters

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Mark Steed, Director of JESS, Dubai

There is broad agreement in research that effective use of data is vital to school improvement. We know that the effective use of data can promote better teaching and learning through practices such as tracking pupil progress, setting targets, identifying where students need further support, strategic planning and performance management.

Therefore, it stands to reason that there is also a need for school leaders to have high levels of assessment and data skills...