Assessment without Levels: Using CEM data
Has the removal of national curriculum levels in England created a broader interest in assessment practices?
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4 min read
What is PISA telling us, and what can teachers do about it?
By Mark Frazer, Teaching and Learning Lead, Cambridge Insight Since the publication of the results from the most recent Programme for International...
2 min read
How schools can engage with research and evidence
It makes sense that the most effective teaching methods are used in classrooms, and that the most effective leadership and governance practices are...
3 min read
Evidence-based education: expectations, barriers and pitfalls
By Dr Deborah M. Netolicky Teachers, school leaders, schools, and education systems around the world are increasingly expected to use data to inform...
2 min read
Data matters
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...
4 min read
Evidence-Based Practice: What it is and what it isn’t
Introduced by Professor Rob Coe We are delighted to host this piece by Gary Jones, in which he draws out the parallels between guidance on the...
13 min read
Reporting the evidence: what research can tell us about how assessment data is used
Katharine Bailey is Director of Policy here at CEM, and for many years she has been working with schools and governments in the UK and around the...
1 min read
Translating Evidence into Improvement: why is it so hard?
In February Schools NorthEast held their Evidence-based Excellence event, bringing together school leaders, practitioners and experts from across the...
2 min read
Sense and Accountability
The Association of School and College Leaders (ASCL) has published a report today calling for reforms to the system for judging England’s primary...
2 min read
Assessment and accountability
How many webpages, teacher forums and parent chat rooms abound with acerbic, defensive and downright despondent comments on the system of...