August 12, 2020

Beginning a journey

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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...

July 17, 2020
5 reasons to use adaptive tests

5 reasons to use adaptive tests

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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?

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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...

June 12, 2020
10 Top tips for using data in schools

10 top tips for using data in schools

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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

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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

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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

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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?

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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

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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

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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

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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...

December 13, 2018
researchED Durham

Working out what works at researchED Durham

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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

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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)...