Assessment for growth: Turning data into action in multi-academy trusts
With government expectations that every school will join a multi-academy trust (MAT) by 2030, how...
What is the relationship between CEM assessments and IGCSE grades?
By Dr Matthew Carroll, Research Division, Cambridge University Press & Assessment
When we produce...
Cambridge CEM Networks provide knowledge-sharing platform
Cambridge CEM has launched a new network for school leaders to share knowledge, best practice and...
How schools can support post-16 students’ mental wellbeing
Cambridge CEM’s new post-16 lesson plan for the Cambridge Wellbeing Check provides teachers with...
Investigating student achievement at Key Stage 4
Andrew Lyth has been working at Cambridge CEM since 1999 as a Research Associate. Andrew previously...
Working with schools in Southeast Asia to understand what contributes to success in education
In February and March 2023, CEM’s Dr Irenka Suto, Assistant Director of Assessment & Research, and...
Why we measure what matters
Kate Bailey, Managing Director at Cambridge CEM shares the story behind the latest assessment...
4 steps to data-based decision making for school improvement
Sue Holt has extensive experience in international education, holding various posts over 30 years...
Children taught well in reception ‘likely to earn more than peers’ in future
It has long been accepted that children’s early experiences can have the biggest impact on their...Turning insight into action
A conversation with Jonathan Allday
Jonathan Allday has worked as a teacher, head of department,...