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

10 top tips for using data in schools

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?...

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 17, 2020
What do teachers want

What do teachers want?

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Fundamentally, teachers want to do the best by their students. The ideal end-goal is to be able to send our students out into the world armed with the best education we can provide so that they can go on to become functioning, happy and valuable members of society...

January 9, 2020
Standardised Tests 101

Standardised Tests 101 – how and why tests are standardised

Reading Time: Approx 4mins

By Richard Selfridge

Standardising a test score is fairly straightforward and I walked readers through the process. As I said, however, “deciding whether test scores reported in this way are meaningful depends on a number of other variables which come into play – and that requires an understanding of a whole raft of issues”...

December 10, 2019
CM Define

Maths is for life…not just for Christmas

Reading Time: Approx 4mins

Have you written your Christmas list yet? What if the educational community had a stocking? What presents would we want to wake up to?...

December 5, 2019
Evaluating Impact

Evaluating Impact

Reading Time: Approx 3mins

By Kate Bailey, Director of Policy, CEM

Each year, the education system spends astonishing amounts of money on implementing educational initiatives which often yield only negligible impact on learners...

October 8, 2019

5 top tips for NQTs to crack assessment

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Your first year of teaching presents you with a wealth of challenges. How do you manage behaviour? How do you cope with the workload? How can you do your best? How will you know if you are a good teacher?...

September 4, 2019
Knowledge in the light

Evidence-based policy and practice in education – knowledge in the light or strategy in the dark?

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By Tim Oates CBE, Group Director of Assessment Research and Development, Cambridge Assessment

The term ‘evidence-based policy’ rose to particular prominence in the early years of the New Labour administration, following the 1997 general election...

July 5, 2019
Measuring progress in education

Measuring Progress in Education

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At the 10th Annual Festival of Education, held at the beautiful Wellington College, CEM hosted a panel on “Measuring progress in education: The good, the bad and the future.”...

November 12, 2018
Guess The Misconception

Guess the Misconception

Reading Time: Approx 6mins

By Craig Barton

When I am lucky enough to talk to a group of maths teachers, whether it is in my school or one I am visiting, I often like to play the game, Guess the Misconception...

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?...

August 21, 2018
Looking at value-added on results day

The importance of looking at value-added on results day

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By Mark S. Steed, Director, JESS, Dubai

This week sees thousands of students receiving their GCSE results.

Now is also the time when many anxious parents hope that their children have the best possible exam results that will allow them to progress to sixth form or college, and join the path they hope will take them to university and into successful and fulfilled employment...

July 17, 2018
Vocabulary a number of words

Vocabulary: A number of words?

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By Alex Quigley

Deep vocabulary learning is irreversible, irreplaceable and essential to learning and thinking. However, as it is so integral to all of schooling and learning beyond the school gates, it proves very difficult to assess and evaluate effectively. Simply counting up words in lists will never do the job adequately...

May 17, 2018
Assessment without Levels Webinar

Assessment without Levels: Using CEM data

Has the removal of national curriculum levels in England created a broader interest in assessment practices?

The removal of levels back in 2014 caused chaos, confusion and consternation amongst many educators. To some, levels were a secure, reliable, dependable way of scaffolding a child’s journey through school. To others, they represented the limitations of people’s understanding about learning and assessment practice...

March 2, 2018
Sense and Accountability

Sense and Accountability

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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...

December 7, 2017
Woman Thinking

How can evidence help schools spend money wisely?

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By Kate Bailey, Director of Policy, CEM

The Queen’s speech after this year’s general election pledged to deliver fairer funding for schools, building on the national funding formula consultation that closed in March this year.

If government believes that the way schools use their money is the key to delivering the best outcomes for pupils, what decisions can schools take that will make the most of their financial resources? ...

November 30, 2017
Student Exams

7 questions you need to ask about assessment

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To a busy teacher, producing good assessments can be a time consuming and daunting prospect.

When it is done well, an assessment can provide you with information that it isn’t possible to find out in any other way.

We have all heard of teachers saying “I’ve set this test to be really hard, no-one will get this right”, but assessment isn’t about you as a teacher pitting your wits against your students. Assessment plays an important part in helping you find out what your students know and, importantly, do not know, in order to better meet their learning needs...

November 15, 2017
Working Together

Working together to get the best from technology in schools

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By Robert Cooper, IT Manager

If you work in a school, you’ll probably be just about into the rhythm of things with the first half term under your belt.

A new school year is always a busy time for everyone and it can be stressful. Part of that stress can be caused by your school technology not working the way you want; your classroom projector has changed since last term, you can’t print your notes for the next lesson; or your PC starts up on your first day back with an operating system you’ve never seen before...

November 8, 2017
Teaching Children

6 elements of great teaching

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Teaching can be, without a doubt, a complicated business.

Defining effective teaching is not straightforward and there are many facets to it that combine to make great learning happen.

Since its publication in 2014, research published by the Sutton Trust outlining the key elements of effective teaching has been downloaded over 100,000 times...

October 25, 2017

6 Tactics to help a child work on set tasks

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By Professor Christine Merrell

Children who are inattentive, hyperactive or impulsive are likely to benefit from an environment which is well structured and predictable. It is good for them to know what is going to come next.

Unexpected events, movements between lessons and anything where there are unexpected happenings can be difficult to cope with. It therefore makes sense to start the day by explaining what is going to happen...

October 18, 2017
Inattentive Child

Inattentive behaviour in the classroom

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By Professor Christine Merrell

It can be hard for even the best teachers to notice differences in the behaviour of one child in a busy primary classroom, even though responding to these signs can be the key to helping a child make good progress.

However, I hope that research by the Centre for Evaluation and Monitoring (CEM) at Durham University will be able to offer both new insights and practical help...