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.”...

June 27, 2019

The Big Evidence Debate – Catch Up

On Tuesday 4th June 2019 we held the first ever Big Evidence Debate.


Leading educational experts Dylan Wiliam and Larry Hedges gave fascinating keynote presentations, and thought leaders and educational practitioners joined them to debate the contribution that meta-analysis and randomised control trials make to understanding what works in education.

June 21, 2019
The good, the bad, the future

Measuring Progress in Education – The good, the bad and the future

Reading Time: Approx 4mins

By Richard Selfridge

In recent years, ‘progress’ or ‘growth’ has become a much-discussed issue in education. The terminology has often been used to mean a numerical summary of a child’s development over time, usually when compared to their peers...

June 20, 2019
Root of evil

Progress measures are the root of all evil

Reading Time: Approx 4mins

By James Pembroke

In their pursuit of a number - a neat proxy for the distance travelled between two points - schools can do some crazy stuff...

June 20, 2019
An exercise in mega-silliness

Is meta-analysis all just ‘an exercise in mega-silliness’?

Reading Time: Approx 5mins

By Stuart Kime

To my mind, there was something heroic about Gene Glass’ presidential address to the 1976 American Educational Research Association annual meeting...

January 16, 2019
Why does vocabulary matter

Why does vocabulary matter?

Reading Time: Approx 3mins

By Megan Dixon

A good vocabulary is an important building block for helping young children to communicate effectively, but it’s also essential to school performance more widely.

October 5, 2018
World Teachers Day

Celebrating World Teachers Day

Reading Time: Approx 3mins

We know only too well the transformative power a good teacher can have. Where would we be without the positive influence of our favourite teachers?...

February 27, 2018
Accountability

Assessment and accountability

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...

February 1, 2018

Let’s give teachers the information they need to improve children’s academic outcomes

Reading Time: Approx 2mins

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...

December 14, 2017
Pupils taught well

Pupils taught well in Reception Class do better in their GCSEs

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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...

September 22, 2017
Ark Child

Using CEM Base to support teachers

Reading Time: Approx 3mins

By Lydia Cuddy-Gibbs, Head of EYFS, Ark

At last, September has arrived and the start of a new school year. As the Early Years Lead across 23 schools with Early Years settings, I’m excited about opening our doors to new reception pupils across the Ark network.

A big part of my role is to ensure that all our children are assessed carefully and accurately at every stage of their EYFS journey.

To collect data at the start and end of the reception year, schools in the Ark network have been using the BASE assessment from CEM for the last two years...

September 15, 2017
Primary Children

Primary assessment consultation response

Reading Time: Approx 2mins

The government’s response to the review of primary assessment and accountability, published yesterday, contained a mix of good and bad news.

It goes some way to address the disruptions and distractions in primary education over recent years, but perhaps it could have gone further.

The review attracted over 4000 responses and addressed the complex implications for assessment and accountability. It asked for views on the future of the statutory primary assessment system, including assessment in the early years...