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.”...

December 13, 2018
researchED Durham

Working out what works at researchED Durham

Reading Time: Approx 3mins

By Andrew Pearson

The first conference of its kind in the North East brought together an assortment of thought leaders from the contemporary education scene...

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...

October 17, 2018
Who should be doing what

Evidence-Based Education: Who should be doing what?

Reading Time: Approx 3mins

By Dr Gary Jones

Being a teacher is hard enough, without spending unnecessary amounts of time on practices that just don’t make any real kind of an impact. It’s not enough for an intervention or practice to have merit, it needs to be ‘worth it’...

October 9, 2018
How can we trust research

How can we trust research?

Reading Time: Approx 4mins

By Dr Gary Jones

A major challenge for anyone interested in the use of research within both schools and the wider education system is to try and make some kind of judgment about the trustworthiness and quality of research...

September 19, 2018
Is It Time To Ditch Differentiation

Is it time to ditch ‘Differentiation’?

Reading Time: Approx 4mins

By Greg Ashman

I suspect I would struggle to find a teacher who has never heard of ‘differentiation’. Exhortations to differentiate are ubiquitous in schools and from school leaders...

August 2, 2018
Spotlight on research

Spotlight on Research – getting to grips with what’s available

Reading Time: Approx 2mins

EEF findings last year suggested that teachers need “structured and intensive support” to engage with new research if outcomes are to improve, and the Carter Review of Initial Teacher Training also recommended that new teachers should be inducted in where and how to access relevant research in order to help instil an evidence-based approach to teaching...

July 26, 2018
5 top blogs to read this summer

5 top blogs to read this summer

Reading Time: Approx 2mins

It is perennially difficult during term time to make space for some interesting reads that offer insight into the teaching profession, and it’s easy to feel you have missed out on too much...

June 20, 2018
Not an assessment

But that is NOT AN ASSESSMENT!

Reading Time: Approx 4mins

By Professor Rob Coe, Director, CEM

It has become common, although I still find it surprising, to hear teachers use the word ‘data’ as if it were a bad thing.

‘Data drops’ have come to epitomise a pointless exercise in collecting meaningless numbers and feeding them into a system that can have no possible benefit for learners. People even say that Ofsted is ‘too reliant on data’, as if a judgement process could - or should – rely on anything other than data...

April 26, 2018
How schools can engage

How schools can engage with research and evidence

Reading Time: Approx 3mins

By Dr Deborah M. Netolicky

It makes sense that the most effective teaching methods are used in classrooms, and that the most effective leadership governance practices are used in schools, but how do educators decide on what evidence on which they should rely, to whom they should listen, and how they might engage meaningfully with research findings? How do we know what research is worth listening to, what is worth ignoring, and what has been debunked?

In my last post for the CEM Blog, I explored the dangers of educators accepting seemingly simple solutions to the complex problems of education. In this post I suggest five ways in which teachers, schools, and systems can meaningfully engage in research...

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...

March 20, 2018
Evidence-Based Practice

Evidence-Based Practice: What it is and what it isn’t

Reading Time: Approx 3mins

By Dr Gary Jones

We are delighted to host this piece by Gary Jones, in which he draws out the parallels between guidance on the meaning of evidence-based medicine and evidence-based practice in education.

Talking about evidence-based practice often generates a level of concern among teachers who worry that this is an attempt to control or dictate what they can and cannot do; that it removes or devalues their professional judgement; that it reduces the complexity of school and classroom interaction to simplistic recipes based on a narrow range of research methods...

March 8, 2018
Translating Evidence into Improvement

Translating Evidence into Improvement: why is it so hard?

Podcast Duration: Approx 24mins

Amongst a range of speakers focussing on what works, what doesn’t, with examples of good practice from across the North East schools community, CEM Director and Professor of Education, Rob Coe, discussed some of the issues around using evidence to improve outcomes.