Cambridge CEM Blog

Does predictive data limit ambition or maximise potential?

The short answer: it all depends on how you use the data.

Teachers are not fortune tellers or...

Too much testing in schools?

It’s a common complaint from students, teachers, the press, and even the odd politician: there’s...

How do we make predictions of future exam outcomes?

By Andrew Lyth, Statistician, CEM

"Prediction is very difficult, especially if it's about the...

How baseline assessments can support you when schools return

By Kate Bailey, Director of Policy and Kate McKim, Marketing Executive at CEM

The COVID-19...

Beginning a journey

As the new school year draws near, many teachers will be planning the ‘educational journey’ for...

How does assessment data impact student learning?

Data has always played a critical role in making good decisions in commerce and in the health...

5 reasons to use adaptive tests

Assessment in education has always been an important issue, and each school has its own approach.

10 top tips for using data in schools

There is so much data available in schools that it can be overwhelming; whole school, cohort,...

Data: a silver lining

It was inevitable: the school closures were going to present more than a few challenges for...

What do teachers want?

Fundamentally, teachers want to do the best by their students. The ideal end-goal is to be able...