September 24, 2020
Too much testing in schools

Too much testing in schools?

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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...

September 4, 2020
Does predictive data limit ambition or maximise potential

Does predictive data limit ambition or maximise potential?

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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...

August 28, 2020
How do we make predictions of future exam outcomes

How do we make predictions of future exam outcomes?

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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...

August 19, 2020
How baseline assessment can support you when schools return

How baseline assessments can support you when schools return

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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)...

August 12, 2020

Beginning a journey

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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...

July 17, 2020
5 reasons to use adaptive tests

5 reasons to use adaptive tests

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

July 1, 2020
How does assessment data impact student learning?

How does assessment data impact student learning?

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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...

June 12, 2020
10 Top tips for using data in schools

10 top tips for using data in schools

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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?...

May 1, 2020
Covid-19 and learning loss

COVID-19 and learning loss

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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...

April 8, 2020
Data A Silver Lining

Data: a silver lining

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

February 12, 2020
Baseline Assessment: Make it work for you

Baseline Assessment: Make it work for you

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By Katharine Bailey, CEM Director of Policy

We know it is vital that teachers have access to reliable information to support them in making the best decisions, so they can transform the academic outcomes of the children they teach...

January 16, 2019
Why does vocabulary matter

Why does vocabulary matter?

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By Megan Dixon

A good vocabulary is an important building block for helping young children to communicate effectively, but it’s also essential to school performance more widely.

October 5, 2018
World Teachers Day

Celebrating World Teachers Day

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We know only too well the transformative power a good teacher can have. Where would we be without the positive influence of our favourite teachers?...

February 27, 2018
Accountability

Assessment and accountability

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How many webpages, teacher forums and parent chat rooms abound with acerbic, defensive and downright despondent comments on the system of accountability in schools?

It’s an understatement to say that the accountability system in England is complex. With schools held under 7 types of accountability (professional, hierarchical, market, contractual, legal, network and participative), it is little wonder it can engender a range of dysfunctional and demoralising side effects...

February 1, 2018

Let’s give teachers the information they need to improve children’s academic outcomes

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Since the early 1990s CEM has offered a baseline assessment for primary schools.

We know it is vital that teachers have access to reliable information throughout reception, to help them make informed decisions so they can transform the academic outcomes of the children they teach...

December 14, 2017
Pupils taught well

Pupils taught well in Reception Class do better in their GCSEs

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By Professor Christine Merrell

New research from academics at CEM and Durham University shows that attendance at an effective Reception class at age 4 is linked to better GCSE results at age 16.

This study, led by Professor Peter Tymms, followed a large sample of children (around 40,000) in England from the start of Reception, at age 4, right through to the end of compulsory education at age 16...

September 22, 2017
Ark Child

Using CEM Base to support teachers

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By Lydia Cuddy-Gibbs, Head of EYFS, Ark

At last, September has arrived and the start of a new school year. As the Early Years Lead across 23 schools with Early Years settings, I’m excited about opening our doors to new reception pupils across the Ark network.

A big part of my role is to ensure that all our children are assessed carefully and accurately at every stage of their EYFS journey.

To collect data at the start and end of the reception year, schools in the Ark network have been using the BASE assessment from CEM for the last two years...