October 8, 2019
Published by CEM Administrator at October 8, 2019
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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
Published by CEM Administrator at September 4, 2019
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Evidence-based policy and practice in education – knowledge in the light or strategy in the dark?

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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...

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July 5, 2019
Measuring progress in education
Published by CEM Administrator at July 5, 2019
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Measuring Progress in Education

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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.”...

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June 27, 2019
Published by CEM Administrator at June 27, 2019
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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.

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June 21, 2019
The good, the bad, the future
Published by CEM Administrator at June 21, 2019
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Measuring Progress in Education – The good, the bad and the future

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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...

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June 20, 2019
Root of evil
Published by CEM Administrator at June 20, 2019
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Progress measures are the root of all evil

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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...

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June 20, 2019
An exercise in mega-silliness
Published by CEM Administrator at June 20, 2019
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Is meta-analysis all just ‘an exercise in mega-silliness’?

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By Stuart Kime

To my mind, there was something heroic about Gene Glass’ presidential address to the 1976 American Educational Research Association annual meeting...

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June 14, 2019
Meta Analysis Blog
Published by CEM Administrator at June 14, 2019
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Meta-analysis: Don’t do it or Do it more carefully?

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By Philippa Cordingley

Meta-analyses (like the popular Sutton Trust Tool Kit and Hattie’s Visible Learning) apparently offer a more sophisticated and orderly approach to our world than the messy reality of day to day practice...

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June 11, 2019
Is Meta-Analysis the best we can do?
Published by CEM Administrator at June 11, 2019
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Is meta-analysis the best we can do?

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By Professor Steve Higgins

Is meta-analysis in its current state trustworthy enough to be a basis for practitioner decisions?...

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June 6, 2019
Introducing the 50 Percent Rule
Published by CEM Administrator at June 6, 2019
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The Big Evidence Debate: Introducing the 50% rule

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By Lee Elliot-Major

As a news editor, I developed my own 50% rule: reporters should spend as much time writing their stories as getting the stories in the first place. Journalists often race back into the newsroom with great tales to tell...

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May 30, 2019
Phil Stock Blog Meta-Analysis
Published by CEM Administrator at May 30, 2019
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Meta-analyses and the making of an evidence-informed profession

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By Phil Stock

Before entering into a broader discussion about the use of meta-analysis in school decision-making, it’s worth appreciating just how far teaching has progressed towards becoming an evidence-informed profession...

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