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As a classroom teacher I had many conversations about flight paths and the validity of GCSE target grades. The data we were presented with at times did not seem to match the evidence of potential we could see in the classroom from formative...
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With government expectations that every school will join a multi-academy trust (MAT) by 2030, how can assessment practices be part of an effective...
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By Dr Matthew Carroll, Research Division, Cambridge University Press & Assessment When we produce an assessment, we need to know that it is measuring...
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Cambridge Insight has launched a new network for school leaders to share knowledge, best practice and solutions to common challenges with each other,...
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Our new post-16 lesson plan for the Cambridge Wellbeing Check provides teachers with hands-on guidance for understanding and improving students’...
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Andrew Lyth has been working at Cambridge CEM since 1999 as a Research Associate. Andrew previously worked on the mathematical modelling of trends in...
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In February and March 2023, Dr Irenka Suto, Assistant Director of Assessment & Research, and Suzanne Crocker, Researcher & Assessment Products...
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Kate Bailey, Managing Director at Insight shares the story behind the latest assessment development at Cambridge Insight. When our organisation was...
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Sue Holt has extensive experience in international education, holding various posts over 30 years including Deputy Head (Curriculum), Head of...
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It has long been accepted that children’s early experiences can have the biggest impact on their later lives, and the first year of school gives...
