Insight in China

Kate Bailey, Director of Digital Products & Services, and I were fortunate to join our colleagues in the East Asia team to spend some time visiting and talking to schools in Shanghai and Shenzhen about Cambridge Insight baseline assessments, digital learning and the possibilities of technology in the classroom.

We found incredibly warm and welcoming schools, wholly dedicated to providing the best teaching and learning to ensure their students are ready for the world. Each school had their own distinct character and unique setting but faced some common challenges. Challenges including reliable internet access, monitoring students' personal devices in school, parallel curriculums within bilingual education and data-literacy confidence.

"Visiting schools in China has helped us to see first-hand how digital tools are used in schools, what truly matters to teachers and students, and where our products need to evolve. Conversations with amazing teachers in China have revealed the unique challenges they face so that we can design products that genuinely fit their needs and workflows."

- Kate Bailey

But even with these challenges, schools are looking how to use technology effectively. One school told us that they see technology as something that allows the skills of the teacher to emerge. Other schools were excited about the potential of AI to save time, and have started experimenting with creating engaging resources, organising data and information.

 Assess for success in practice

As well as visiting several schools, we held workshops to introduce the complete assessment cycle. These workshops focused on how Cambridge Insight baseline assessments are a powerful tool for teachers to set students on the path to exam success.

"During the workshop, we saw teachers really engage with the Cambridge Insight reports, looking at students' data in new ways and recognising how these predicted grades can be used not just as benchmarks, but as powerful tools to guide teaching, set ambitious goals and support every learner through the Cambridge Pathway towards the best possible outcomes at IGCSE and A Level. It was inspiring to see educators move from simply reviewing data to actively considering how Insight can shape their planning and interventions for greater success."

- Kate Bailey

One of the most valuable sessions was hearing from teachers who are already using Insight as part of their established assessment cycle in school. Although each school collected their information slightly differently, the common element of best practice was triangulation of data across the school.

Triangulating data

The purpose of each assessment is clear.

By using this assessment cycle, schools have built up a strong narrative of learning for each student. Over years collecting all this assessment data, patterns and averages have become apparent within departments, which means that any inconsistencies in the data can be investigated immediately.

Asking meaningful, data-informed questions was also a common theme from our school speakers.

Investigating Insight

Conversations about data are crucial. As part of the workshops, we shared several key Insight reports in detail so teachers could investigate the data for themselves.

We saw teachers grow in confidence analysing and interpreting the data because they could share ideas. They used the information from the reports to discuss possible next steps and actions they could take in their teaching to improve learning. 

One school shared that an essential part of their assessment practice was regular staff meetings where they interrogate their data together. Asking reflective questions and allowing that conversation about learning, bringing their knowledge of students and their behaviours in different lessons together help bring data insights to life and clarify the actions needed to empower learning.

Sharing best practice and digging into the report data was highlighted as a key takeaway for several participants.

Finally, what stood out at the workshops was the beginnings of a move to redefine success, not as having the most students attaining the top grades, but as learning progress.

We would like to thank ULink College of Shanghai, Yew Chung International School, Nord Anglia Chinese International School, the King's School Shenzhen, Vanke Meisha Academy, Harrow International School Shenzhen, and Merchiston International for their valuable time and generous hospitality.