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Predictions, aspirations, expectations and outcomes
Have schools got the ‘perfect’ system where every student achieves the grade they want? Unlikely. There are a number of factors that can get in the way.
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Research on the impact of the Covid-19 pandemic on schools
By Filio Constantinou & Matthew Carroll, Research Division, Cambridge University Press & Assessment There is no doubt that the pandemic has caused...
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Wellbeing in schools - Creating a culture of care
By Dr Irenka Suto, Assistant Director of Assessment Understanding wellbeing within a ‘whole child’ approach Understanding, predicting and...
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What do four-year-olds know?
By Mark Frazer, Teaching and Learning Lead, Cambridge Children starting Reception class in schools in England are at the beginning of their ‘full...
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Reassessing your school assessment model
By Nicki Devon, Deputy Head Academic, Eltham College Junior School, UK Every Assessment Lead wants a great assessment model for their school, but how...
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What makes effective assessment?
By Suzanne Crocker, Assessment Standards Manager Information on pupil progress is key to teaching and learning success, but sometimes less is more....
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Responsive Teaching
By Zoe Enser Effective teaching is response to need. No two pupils always hold exactly the same pieces of information. How they have understood core...
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5 top tips for sailing through assessments with confidence
By Mark Frazer, Teaching and Learning Lead In the early days of my teaching career, I worked for a fantastic primary school headteacher who always...
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Adapting formative assessment to support second-language learners
By David Richards, Senior Leader, Vinschool Central Park, Vietnam In international schools, teachers and educators face an additional challenge when...
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Assessment in English
By Zoe Enser Assessment is one of the most important things we do in the classroom. It is part of the ongoing dialogue between teacher and learner...