Finding the ‘Sweet Spot’ of Teaching, Learning and Assessment
By Mark Frazer, Teaching and Learning Lead, CEM
In my previous blog post, I considered some of the...
Making a world of difference: my experience of using evidence in international schools
By Sue Holt, Vice Principal, New Cairo British International School
It would be an easy task to...
Assessment without Levels: Using CEM data
Has the removal of national curriculum levels in England created a broader interest in assessment...
What is PISA telling us, and what can teachers do about it?
By Mark Frazer, Teaching and Learning Lead, CEM
Since the publication of the results from the most...
How schools can engage with research and evidence
It makes sense that the most effective teaching methods are used in classrooms, and that the most...
Evidence-based education: expectations, barriers and pitfalls
By Dr Deborah M. Netolicky
Teachers, school leaders, schools, and education systems around the...
Data matters
There is broad agreement in research that effective use of data is vital to school improvement. We...
Evidence-Based Practice: What it is and what it isn’t
Introduced by Professor Rob Coe
We are delighted to host this piece by Gary Jones, in which he...
Reporting the evidence: what research can tell us about how assessment data is used
Katharine Bailey is Director of Policy here at CEM, and for many years she has been working...
Translating Evidence into Improvement: why is it so hard?
In February Schools NorthEast held their Evidence-based Excellence event, bringing together...