June 12, 2020
10 Top tips for using data in schools

10 top tips for using data in schools

Reading Time: Approx 3mins

By Suzanne Crocker, Product Manager, Cambridge International and CEM data expert

There is so much data available in schools that it can be overwhelming; whole school, cohort, comparisons within a cohort, historical comparisons, subject, class, individual student, teacher-generated. So if you want the data to make a real impact on student achievement, where do you start?...

May 1, 2020
Covid-19 and learning loss

COVID-19 and learning loss

Reading Time: Approx 3mins

There is no research that can show us what the educational impact of COVID-19 school closures might be. Never in our lifetimes have so many schools for so many children been closed...

April 8, 2020
Data A Silver Lining

Data: a silver lining

Reading Time: Approx 3mins

It was inevitable: the school closures were going to present more than a few challenges for children, parents and teachers...

February 12, 2020
Baseline Assessment: Make it work for you

Baseline Assessment: Make it work for you

Reading Time: Approx 3mins

By Katharine Bailey, CEM Director of Policy

We know it is vital that teachers have access to reliable information to support them in making the best decisions, so they can transform the academic outcomes of the children they teach...

January 17, 2020
What do teachers want

What do teachers want?

Reading Time: Approx 3mins

Fundamentally, teachers want to do the best by their students. The ideal end-goal is to be able to send our students out into the world armed with the best education we can provide so that they can go on to become functioning, happy and valuable members of society...

January 9, 2020
Standardised Tests 101

Standardised Tests 101 – how and why tests are standardised

Reading Time: Approx 4mins

By Richard Selfridge

Standardising a test score is fairly straightforward and I walked readers through the process. As I said, however, “deciding whether test scores reported in this way are meaningful depends on a number of other variables which come into play – and that requires an understanding of a whole raft of issues”...

December 10, 2019
CM Define

Maths is for life…not just for Christmas

Reading Time: Approx 4mins

Have you written your Christmas list yet? What if the educational community had a stocking? What presents would we want to wake up to?...

December 5, 2019
Evaluating Impact

Evaluating Impact

Reading Time: Approx 3mins

By Kate Bailey, Director of Policy, CEM

Each year, the education system spends astonishing amounts of money on implementing educational initiatives which often yield only negligible impact on learners...

October 8, 2019

5 top tips for NQTs to crack assessment

Reading Time: Approx 3mins

Your first year of teaching presents you with a wealth of challenges. How do you manage behaviour? How do you cope with the workload? How can you do your best? How will you know if you are a good teacher?...

September 4, 2019
Knowledge in the light

Evidence-based policy and practice in education – knowledge in the light or strategy in the dark?

Reading Time: Approx 4mins

By Tim Oates CBE, Group Director of Assessment Research and Development, Cambridge Assessment

The term ‘evidence-based policy’ rose to particular prominence in the early years of the New Labour administration, following the 1997 general election...

July 5, 2019
Measuring progress in education

Measuring Progress in Education

Reading Time: Approx 3mins

At the 10th Annual Festival of Education, held at the beautiful Wellington College, CEM hosted a panel on “Measuring progress in education: The good, the bad and the future.”...

August 30, 2018
Results are in, whats next

The results are in… so what next?

Reading Time: Approx 4mins

By Sue Holt

The GCSE and IGCSE results have been published so no doubt there have been celebrations, commiserations and, in some cases, recriminations.

So what factors should schools consider when looking at the results?...

August 21, 2018
Looking at value-added on results day

The importance of looking at value-added on results day

Reading Time: Approx 3mins

By Mark S. Steed, Director, JESS, Dubai

This week sees thousands of students receiving their GCSE results.

Now is also the time when many anxious parents hope that their children have the best possible exam results that will allow them to progress to sixth form or college, and join the path they hope will take them to university and into successful and fulfilled employment...

August 15, 2018
Signs of Progress

Signs of progress: what can we learn from results?

Reading Time: Approx 4mins

“Without continual growth and progress, such words as improvement, achievement, and success have no meaning.” - Benjamin Franklin.

With A Level and GCSE results days fast approaching attention once again turns to progress, and discussion about impact...

May 8, 2018
What is PISA telling us

What is PISA telling us, and what can teachers do about it?

Reading Time: Approx 4mins

By Mark Frazer, Teaching and Learning Lead, CEM

Since the publication of the results from the most recent Programme for International Student Assessment (PISA) by the Organisation for Economic Co-operation and Development (OECD), many researchers and educational bloggers have drawn attention to, and have questioned, the results. For example, Greg Ashman has discussed the implications of the 2015 study on several occasions.

The 2015 PISA study involved assessing the performance of over half a million 15 year olds in 72 countries using a series of computer-based tasks and questionnaires...

April 10, 2018
Data Matters

Data matters

Reading Time: Approx 3mins

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...

March 13, 2018
Reporting the evidence

Reporting the evidence: what research can tell us about how assessment data is used

Podcast Duration: Approx 17mins

Katharine Bailey is Director of Policy here at CEM, and for many years she has been working with schools and governments in the UK and around the world, helping them to use assessment data for pupil and school improvement...

November 10, 2017
Teenager Science

Practical science in schools

Reading Time: Approx 1min

By Kirsty Younger

The Practical Work in Science study is nearing the end of its final year of data collection.

The study, funded by the Gatsby Charitable Foundation with a contribution from the Wellcome Trust, investigates how practical science in schools has been changing during a period of curriculum change and budgetary constraints...

February 3, 2017
Girl On Computer

The future of primary assessment: Learning first or accountability?

Reading Time: Approx 3mins

Christine Merrell, Head Teachers' Roundtable Summit, 2nd Feb 2017

I was asked to speak about the future of primary assessment in relation to learning and accountability at the Head Teachers’ Roundtable Summit in London on 2nd Feb. The summit offered an opportunity to debate matters that enable schools to thrive and flourish, and was clearly an important forum, attracting over 200 delegates...