Here you will find a variety of interesting articles about CEM and our work. If you have an interesting news item you would like us to consider for inclusion on the website please contact This email address is being protected from spambots. You need JavaScript enabled to view it..

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22 October 2018

The first ever ResearchED Durham event will take place at Durham School on Saturday 24th November, with a host of speakers including Professor Rob Coe.

Tickets are just £25 – click here to find out more and to book your place.

7th June 2018

21st – 22nd June, Wellington College

Coming to the Festival of Education this month? We’ll be there on the 21st and 22nd June and we'd love to hear what you think about our new style assessment reports. Book your 15 minute demo session with us at the Festival of Education now!

As well as being one of the first to see our new style reports, as a thank you for giving us your feedback we’ll also give you a £10 Costa voucher to enjoy a coffee or two on us!

Book here

2nd August 2018

We want to hear from you about how you use data in your school to measure progress, and to discuss the challenges you face using data to support improvement.

Join us on Tuesday 14th August, at Hatfield College, Durham University, for a discussion starting at 10 am, followed by lunch and a tour of Durham Castle. You don’t need to use CEM assessments to be able to join the discussion.

As a thank you for sharing your views with us, we’ll also give each participant a £50 Amazon voucher.

Places are limited - to register please email: This email address is being protected from spambots. You need JavaScript enabled to view it.

4th June 2018

Recently published research by Gabrijela Aleksić, Christine Merrell, Dieter Ferring, Peter Tymms and Jasmina Klemenović provided an insight into young children’s development and learning in Serbia. It investigated the links between their personal, social and emotional development (PSED), behaviour and cognitive development in literacy and mathematics during pre-school and Grade 1. The PIPS On-entry Baseline Assessment was adapted for use in the research and a sample of 159 children were assessed at three time-points over a period of 14 months through their time in pre-school and Grade 1. The children were aged between 5 ½ and 6 ½ over this period. More than 3 million children around the world have been assessed with PIPS and this study is another example of how it is used for research as well as to provide teachers with information about the development and progress of their pupils.

The study found that teachers in Serbia generally gave higher ratings for girls’ PSED than boys. This echoes the findings of research from other countries, including England and Scotland. The Serbian children’s PSED were closely related to their mathematics and literacy skills. However, there was a weaker relationship between inattentive behaviour and cognitive development than has been found in other countries.

Although pre-school education in Serbia places emphasis on developing children’s socio-emotional skills, there is the issue of attendance at pre-school being significantly lower than other European countries. This is the first study of its kind in Serbia and the research team call for further systematic monitoring of children’s development alongside the evaluation of interventions aimed at enhancing children’s personal, social and emotional development.


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