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Too much testing?

It’s a common complaint from students, teachers, the press, and even the odd politician: there’s just too much testing in schools...

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

Teachers are not fortune tellers or magicians despite the wonders they can often work...

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By Andrew Lyth, Statistician, CEM

At CEM, we make predictions by applying statistical techniques to the data we have on the exam performances and baseline measures of students...

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

The COVID-19 crisis has caused widespread school closures in 188 countries and 1.7 billion children, young people and their families have been disrupted as a direct result (OECD, 2020)...

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By Mark Frazer, Teaching and Learning Lead at CEM

As the new school year draws near, many teachers will be planning the ‘educational journey’ for their new students, and knowing precisely where all of your students are starting from is invaluable...

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

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By Kate Bailey, Director of Policy, CEM

Data has always played a critical role in making good decisions in commerce and in the health sector, but education has lagged behind a bit...

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By Suzanne Crocker, Product Manager, Cambridge International and CEM data expert

There is so much data available in schools that it can be overwhelming; whole school, cohort, comparisons within a cohort, historical comparisons, subject, class, individual student, teacher-generated. So if you want the data to make a real impact on student achievement, where do you start?...

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There is no research that can show us what the educational impact of COVID-19 school closures might be. Never in our lifetimes have so many schools for so many children been closed...

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It was inevitable: the school closures were going to present more than a few challenges for children, parents and teachers...