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More than 90% of the world’s schools have been affected by the pandemic this year. That’s hundreds of millions of students faced with school closures.

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By Grace Evans

I left teaching because there were ten-year-old children in tears over the SATs in my class. There were several other reasons why I walked away, but the SATs were my tipping point...

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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...

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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...

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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...

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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...

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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)...

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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...

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

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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...