Reading Time: Approx 3mins
by Professors Christine Merrell and Peter Tymms
Last week saw the publication of the new online and open-access report, Understanding What Works in Oral Reading Assessments. Produced collaboratively by the UNESCO Institute of Statistics, the Global Partnership for Education and the William and Flora Hewlett Foundation, the report contains an important chapter, ‘Assessing Young Children: Problems and Solutions’, co-authored by CEM’s Director of Research, Professor Christine Merrell and iPIPS Director, Professor Peter Tymms...
Reading Time: Approx 5mins
Professor Robert Coe, June 2016
I give a fair number of talks to groups of teachers and school leaders on the subject of connecting educational research with their practice. Often I will mention a particular book, such as John Hattie’s Visible Learning, Graham Nuthall’s Hidden Lives of Learners or Dylan Wiliam’s Embedded Formative Assessment, and ask if anyone has read it. I have learnt that it is rare for more than a handful of my audience to say yes; I confess I am repeatedly disappointed...
Reading Time: Approx 3mins
by Dr Lee Copping
New research from CEM shows that the length of a child’s name is not predictive of future academic attainment.
There are few who would dispute that the ability to write one’s own name acts as a gateway for future literacy abilities. Previous research in education however has suggested that the length of a child’s name may be predictive of future academic attainment (Treiman, Kessler and Bourassa, 2001)...
Reading Time: Approx 4mins
By Dr Helen Cramman
Science is not short of big questions to ask: How did the universe begin? How did life on earth begin? What makes us human? I could go on. But even though there are plenty of big questions in science, we must not forget to ask the smaller, no less important questions to ensure that we are nurturing the future generations who will go on to ask and answer the big questions of their time...
Reading Time: Approx 3mins
By Dr Christine Merrell
It can be hard for even the best teachers to notice differences in the behaviour of one child in a busy primary classroom, even though responding to these signs can be the key to helping a child make good progress.
However, I hope that new research by the Centre for Evaluation and Monitoring (CEM) at Durham University will be able to offer both new insights and practical help...