Cambridge CEM Blog

Read the latest articles on education and assessment written by teachers, school leaders and assessment experts.

What do we mean by Research Informed Practice in Education?

In 2017, the International School of Geneva’s Institute of Learning and Teaching, in partnership...

Evidence-Based Education: Who should be doing what?

Being a teacher is hard enough, without spending unnecessary amounts of time on practices that just...

How can we trust research?

By Dr Gary Jones

A major challenge for anyone interested in the use of research within both schools...

Celebrating World Teachers Day

‘Teaching is far and away the most important of all professions. Teachers make more difference...

Is it time to ditch ‘Differentiation’?

By Greg Ashman

I suspect I would struggle to find a teacher who has never heard of...

Systematic Reviews and Weather Forecasts – how purpose shapes the significance of systematic reviews for different education stakeholders

Philippa Cordingley – Chief Executive CUREEPaul Crisp – Managing Director CUREESteve Higgins – ...

What should we do about meta-analysis and effect size?

By Rob Coe

In part 1 of this series of blog posts, I set out some of the recent criticisms that...

Serious critiques of meta-analysis and effect size: researchED 2018

By Rob Coe

Since I became a researcher in the late 1990s, I have been an advocate of using effect...

The results are in… so what next?

By Sue Holt

The GCSE and IGCSE results have been published so no doubt there have been...

The importance of looking at value-added on results day

By Mark S. Steed, Director, JESS, Dubai

This week sees thousands of students receiving their GCSE...