Reading Time: Approx 3mins
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?...
Reading Time: Approx 2mins
By Mark Frazer, Teaching and Learning Lead, CEM
In my previous blog post, I considered some of the findings from the 2015 PISA study.
The data appear to suggest that independent or student led activities do not support outcomes as effectively as more traditional teacher led activities.
In reality, can either approach be solely relied upon?...
Reading Time: Approx 3mins
The Association of School and College Leaders (ASCL) has published a report today calling for reforms to the system for judging England’s primary schools, in order to make it fairer on schools and better for children.
The report, Sense and Accountability: Holding our Primary Schools to account for what matters most, follows consultation with a panel of primary and assessment experts, including CEM Director, Professor Rob Coe and CEM’s Director of Policy, Katharine Bailey...
Reading Time: Approx 3mins
Christine Merrell, Head Teachers' Roundtable Summit, 2nd Feb 2017
I was asked to speak about the future of primary assessment in relation to learning and accountability at the Head Teachers’ Roundtable Summit in London on 2nd Feb. The summit offered an opportunity to debate matters that enable schools to thrive and flourish, and was clearly an important forum, attracting over 200 delegates...
Reading Time: Approx 3mins
by Professors Christine Merrell and Peter Tymms
Last week saw the publication of the new online and open-access report, Understanding What Works in Oral Reading Assessments. Produced collaboratively by the UNESCO Institute of Statistics, the Global Partnership for Education and the William and Flora Hewlett Foundation, the report contains an important chapter, ‘Assessing Young Children: Problems and Solutions’, co-authored by CEM’s Director of Research, Professor Christine Merrell and iPIPS Director, Professor Peter Tymms...