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

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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...

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 5, 2018
World Teachers Day

Celebrating World Teachers Day

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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?...

June 4, 2018

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

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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 25, 2018

What is on our bookshelves?

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Believe it or not, there were bookcases before IKEA’s ubiquitous BILLY bookshelf.

We’ve been putting things on shelves for thousands of years. Archaeological remains from earliest times suggest that clay and stone tablets were kept in some arranged order by their authors or collectors...

April 26, 2018
How schools can engage

How schools can engage with research and evidence

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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 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...

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...

May 16, 2017
Science Students

Practical work in science – CEM wants to hear from you

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By Kirsty Younger

CEM wants to hear from you on practical work in science.

Policy and practice rarely stand still in the world of education, and science teaching is no exception. Recent years have seen changes to the way that science subjects are assessed at GCSE and A level in England. Importantly, the assessment methods for practical work in science have changed...

October 4, 2016
Teacher Student

NEON 2016

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Enabling wider access to Higher Education by Laura da Costa

In June of this year, a team of CEM researchers, at Durham University, travelled to Leicester for the NEON Summer Symposium. The National Education Opportunities Network (NEON) was founded in 2012 as a professional organisation supporting those involved in widening participation (WP) to higher education (HE)...