April 9, 2021
CEM Lockdown Lesson Blog

How well do we understand wellbeing?

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Research in an extraordinary educational era

2020/21 has been a year like no other. The COVID-19 pandemic has had an unprecedented impact on all of us, especially in education...

March 25, 2021
Next Steps In Assessment

Next steps in assessment

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Evidence from Unicef suggests that missing school time is linked with damaging reductions in the critical foundation skills of numeracy and literacy...

March 9, 2021
Teachers Top Tips

Teachers’ tips

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It’s been a crazy year, full of changes and challenges. Students and teachers have been in and out of school, adapting teaching, learning and assessment to ensure education continues during the pandemic...

February 3, 2021
4 Signs of an effective Early Years Classroom

4 Signs of an effective Early Years Classroom

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On day one of reception, teachers are exposed to the unknown. Each child will have a different yearning for the start of school – some excited and prepared, others anxious or sad to be away from their home...

January 28, 2021
Christine Merrell

Professor Christine Merrell

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By Kate Bailey, Director of Policy, CEM

On 9th January Professor Christine Merrell, my dear friend and irreplaceable colleague of 25 years, died peacefully after a short illness...

January 7, 2021
ABCs of CEM

ABC’s of CEM

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We are starting the year off by going back to basics and looking at what our assessments are all about. When we were pulling this together we realised they can be very handily arranged alphabetically. So we present to you the ABC’s of CEM.

November 25, 2020
4 ways assessment data can support remote learning

4 ways assessment data can support remote learning

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More than 90% of the world’s schools have been affected by the pandemic this year. That’s hundreds of millions of students faced with school closures.

October 26, 2020
Assessment and well-being blog

Assessment & Well-being

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By Grace Evans

I left teaching because there were ten-year-old children in tears over the SATs in my class. There were several other reasons why I walked away, but the SATs were my tipping point...

October 5, 2020
the power of longitudinal data in schools

The power of longitudinal data in schools

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By Dr Matthew Carroll, Assessment, Research and Development, Cambridge Assessment

This summer – this whole year – has been unprecedented in many ways. For those working in education and assessment, the challenges have been considerable...

September 24, 2020
Too much testing in schools

Too much testing in schools?

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Too much testing?

It’s a common complaint from students, teachers, the press, and even the odd politician: there’s just too much testing in schools...

September 4, 2020
Does predictive data limit ambition or maximise potential

Does predictive data limit ambition or maximise potential?

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The short answer: it all depends on how you use the data.

Teachers are not fortune tellers or magicians despite the wonders they can often work...

November 30, 2017
Testing the water

Teachers need greater support in order to understand and maximise the value of assessment in their classrooms

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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...

July 26, 2017
5 Things Learned, Importance of good assessment

Five Things I’ve Learned about the Importance of Good Assessment

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By Alex Quigley

Having been a teacher for nearly fifteen years, it may surprise you to hear that I hold a persistent fear that I have been grossly undertrained on a crucial aspect of learning in the classroom: assessment.

I don’t think I am very unique. Teachers are a spectacularly undertrained profession on the whole, given the vast complexity of learning. We do our initial teacher training under immense pressures and tensions, and then, after little under a year, we are chucked our teaching qualification and launched permanently into the deep end of the classroom...

April 25, 2017
David Weston

Assessment for Teacher Learning: Making CPD responsive

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by David Weston

Here’s the big idea – teachers can only improve their practice when they also improve their ability to assess.

Dylan Wiliam, along with his colleague Paul Black, could be considered the fathers of formative assessment. And yet Dylan Wiliam considers this one of his biggest mistakes, wishing he’d called it something like ‘responsive teaching’ instead...