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...
Reading Time: Approx 6mins
By Professor Robert Coe, 27 February 2014
In England, the government has announced the end of using levels for assessment. If that means an end to meaningless numbers based on unstandardized, impressionistic, selective and biased judgements that fail to capture true learning, it is a good thing. But will it? And what have we got that is better?
As schools start to confront the reality of having to design their own assessment systems, or adopt them from elsewhere, two things have become clear to me. The first is that in assessment, quality matters. The difference between good and bad assessment is huge and it makes an important difference. The second is that the understanding of what makes...
Reading Time: Approx 7mins
by Professor Robert Coe
We’ve all done it: observed another teacher’s lesson and made a judgement about how effective the teaching was. Instinctively it feels valid. I am a good teacher; I’ll know a good lesson when I see one. We’ve all experienced it from the other side – being observed – but this time the feeling may be more mixed. Sometimes you get real insight from someone who sees what you don’t, questions what you take for granted and makes you think differently. Sometimes they just tell you what they would have done, or focus on some trivial irrelevance...
Reading Time: Approx 2mins
To test, or not to test? That is the question which provokes one of the most keenly fought debates in education policy, and which can lead to soul searching on an almost Shakespearean scale among teachers and academics.
From a CEM perspective there is a strong argument for testing as a baseline assessment and the Centre has recently submitted evidence to the DfE making the case for this as part of the consultation on Primary Assessment and Accountability held by the Department (#cemevidenceforassessment)...