Cambridge CEM Blog

Baseline Assessment: Make it work for you

We know it is vital that teachers have access to reliable information to support them in making...

The Big Evidence Debate

Meta-analysis involves the aggregation of data from existing studies that share key features, in...

Translating Evidence into Practice

In education, translating evidence into practice is a process which involves everyone, from...

Why does vocabulary matter?

A good vocabulary is an important building block for helping young children to communicate...

Losing track of your data?

Under the new Ofsted framework, inspectors will now “ignore all tracking data” and from...

Changes in Education Throughout the Years

At the end of December, Professor Peter Tymms retired from his role as a Director of CEM.

In...

Why assessment may tell you less than you think – Part 2

By Rob Coe

In part 1 of this blog post, I posed five questions about these uses of assessments....

Why assessment may tell you less than you think – Part 1

By Rob Coe

I was inspired to write this blog by reading Harry Fletcher-Wood's book ‘Responsive...

Standardised Scores 101 – Understanding how Standardised Scores are Calculated

By Richard Selfridge

If a student scores 65% on a test, what does this tell you? Is this mark...

Guess the Misconception

When I am lucky enough to talk to a group of maths teachers, whether it is in my school or one I...