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?...
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”...
Reading Time: Approx 4mins
By Richard Selfridge
If a student scores 65% on a test, what does this tell you? Is this mark good? Bad? Average? If it is deemed to be a good/bad/average mark, against whom is this judgement being made – the other children in a class, in a school, or similar children across the country?...
Reading Time: Approx 3mins
by Dr Lee Copping
Low attainment is acknowledged to be one of the most serious problems in mathematics education.
The proportion of the very lowest attaining students at the end of Key Stage 3 has roughly doubled since the 1970s. This group now constitutes about 15% of the Year 9 cohort and these students have difficulty answering even basic questions about core ideas...
Reading Time: Approx 3mins
by Stephanie Raine
Do you avoid maths at all costs?
How do you feel when working out your change, splitting a bill between friends, or helping with your child’s homework?
I’m sure we can all recall witnessing children avoid eye contact, squirm in their seats or completely freeze when presented with a maths problem. On the other hand, maybe this is your reaction...