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The Association of School and College Leaders (ASCL) has published a report today calling for reforms to the system for judging England’s primary schools, in order to make it fairer on schools and better for children.
The report, Sense and Accountability: Holding our Primary Schools to account for what matters most, follows consultation with a panel of primary and assessment experts, including CEM Director, Professor Rob Coe and CEM’s Director of Policy, Katharine Bailey...
Reading Time: Approx 3mins
How many webpages, teacher forums and parent chat rooms abound with acerbic, defensive and downright despondent comments on the system of accountability in schools?
It’s an understatement to say that the accountability system in England is complex. With schools held under 7 types of accountability (professional, hierarchical, market, contractual, legal, network and participative), it is little wonder it can engender a range of dysfunctional and demoralising side effects...
Video Duration: Approx 42mins
At the end of December, Professor Peter Tymms retired from his role as a Director of CEM.
In 1996, Peter and Professor Carol Taylor-Fitzgibbon brought CEM to Durham University where it grew from a small and focussed research centre to one of the most influential organisations in the field of educational assessment and research – a position that it still holds today...
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In recent months there has been a real surge of interest in the ways that evidence and research can be used to help support and improve teaching and learning. The appetite for information and discussion about how evidence can help teachers has never been greater. But with so much information out there it can be difficult to know where to start, and finding the time to get to grips with any of it can be a daunting prospect...
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Since the early 1990s CEM has offered a baseline assessment for primary schools.
We know it is vital that teachers have access to reliable information throughout reception, to help them make informed decisions so they can transform the academic outcomes of the children they teach...
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By Professor Christine Merrell
New research from academics at CEM and Durham University shows that attendance at an effective Reception class at age 4 is linked to better GCSE results at age 16.
This study, led by Professor Peter Tymms, followed a large sample of children (around 40,000) in England from the start of Reception, at age 4, right through to the end of compulsory education at age 16...
Reading Time: Approx 3mins
By Kate Bailey, Director of Policy, CEM
The Queen’s speech after this year’s general election pledged to deliver fairer funding for schools, building on the national funding formula consultation that closed in March this year.
If government believes that the way schools use their money is the key to delivering the best outcomes for pupils, what decisions can schools take that will make the most of their financial resources? ...
Reading Time: Approx 3mins
A new report, Testing the Water: How assessment can underpin, not undermine, great teaching, published today by LKMCO and Pearson, calls for more support for teachers and greater understanding of assessment across education sector.
The report is based on a year-long research project including a national survey of over 1,000 teachers in England, opinions from focus groups, an online consultation, thought-pieces from fourteen leading educationalists, and three international case studies...
Reading Time: Approx 4mins
To a busy teacher, producing good assessments can be a time consuming and daunting prospect.
When it is done well, an assessment can provide you with information that it isn’t possible to find out in any other way.
We have all heard of teachers saying “I’ve set this test to be really hard, no-one will get this right”, but assessment isn’t about you as a teacher pitting your wits against your students. Assessment plays an important part in helping you find out what your students know and, importantly, do not know, in order to better meet their learning needs...