October 5, 2020
the power of longitudinal data in schools

The power of longitudinal data in schools

Reading Time: Approx 4mins

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?

Reading Time: Approx 3mins

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?

Reading Time: Approx 3mins

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...

August 28, 2020
How do we make predictions of future exam outcomes

How do we make predictions of future exam outcomes?

Reading Time: Approx 4mins

By Andrew Lyth, Statistician, CEM

At CEM, we make predictions by applying statistical techniques to the data we have on the exam performances and baseline measures of students...

August 19, 2020
How baseline assessment can support you when schools return

How baseline assessments can support you when schools return

Reading Time: Approx 3mins

By Kate Bailey, Director of Policy and Kate McKim, Marketing Executive at CEM

The COVID-19 crisis has caused widespread school closures in 188 countries and 1.7 billion children, young people and their families have been disrupted as a direct result (OECD, 2020)...

August 12, 2020

Beginning a journey

Reading Time: Approx 3mins

By Mark Frazer, Teaching and Learning Lead at CEM

As the new school year draws near, many teachers will be planning the ‘educational journey’ for their new students, and knowing precisely where all of your students are starting from is invaluable...

July 17, 2020
5 reasons to use adaptive tests

5 reasons to use adaptive tests

Reading Time: Approx 3mins

Assessment in education has always been an important issue, and each school has its own approach...

July 1, 2020
How does assessment data impact student learning?

How does assessment data impact student learning?

Reading Time: Approx 3mins

By Kate Bailey, Director of Policy, CEM

Data has always played a critical role in making good decisions in commerce and in the health sector, but education has lagged behind a bit...

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...

October 25, 2018
What do we mean by research informed practice in education

What do we mean by Research Informed Practice in Education?

Reading Time: Approx 4mins

By Dr Karen Taylor

In 2017, the International School of Geneva’s Institute of Learning and Teaching, in partnership with several outside organizations, launched a series of initiatives whose ultimate purpose is...

June 4, 2018

Making a world of difference: my experience of using evidence in international schools

Reading Time: Approx 3mins

By Sue Holt, Vice Principal, New Cairo British International School

It would be an easy task to list the benefits of working in an international school.

Less easy would be finding ways to meet some of the unexpected and complex challenges that face senior leaders in an international education...

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 18, 2018
Evidence Based Educations, Expectations, Barriers and Pitfalls

Evidence-based education: expectations, barriers and pitfalls

Reading Time: Approx 4mins

By Dr Deborah M. Netolicky

Teachers, school leaders, schools, and education systems around the world are increasingly expected to use data to inform practice.

The Australian school system in which I work is grounded in the 2008 Melbourne Declaration on Education Goals for Young Australians. Among other things, the Declaration outlines the need for schools to have reliable, rich, good quality data on the performance of their students in order to improve outcomes for all students by: supporting successful diagnosis of student progress; supporting designing of high quality learning programs; and informing school approaches to provision of policies, programs, resourcing, relationships with parents and partnerships with community and business. It additionally notes that information about the performance of students helps parents and families make informed choices and engage with their children’s education...

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...

February 23, 2018
Changes in Education throughout the years at CEM

Changes in Education Throughout the Years

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...

March 10, 2017
Boy with book

How much difference does going to school make?

Reading Time: Approx 3mins

By Professor Christine Merrell, CEM Director of Research Development.

The contribution of schooling to learning gains of pupils in year 1 to 6

Using longitudinal data from our PIPS and InCAS assessments, we have been able to explore this question...

December 6, 2016
Kids at computer

Education systems can only be accountable for what they can influence

Reading Time: Approx 2mins

Professor Peter Tymms, Director of iPIPS, CEM and School of Education, Durham University

This week’s PISA results show that England’s performance has hardly changed since the last round of assessments in 2012. Indeed, England’s results and the results of most other countries have remained pretty stable since PISA was introduced by the OECD in 2000...