4 Signs of an effective Early Years Classroom
"Effective early years is the game changer."
– Lydia Cuddy Gibbs, Head of Early Years, Ark
Professor Christine Merrell
On 9th January Professor Christine Merrell, my dear friend and irreplaceable colleague of 25 years,...
ABC’s of CEM
We are starting the year off by going back to basics and looking at what our assessments are all...
COVID-19 and learning loss
There is no research that can show us what the educational impact of COVID-19 school closures might...
4 ways assessment data can support remote learning
More than 90% of the world’s schools have been affected by the pandemic this year. That’s hundreds...
Assessment & Wellbeing
I left teaching because there were ten-year-old children in tears over the SATs in my class.
There...
The power of longitudinal data in schools
This summer – this whole year – has been unprecedented in many ways. For those working in education...
Does predictive data limit ambition or maximise potential?
The short answer: it all depends on how you use the data.
Teachers are not fortune tellers or...
How do we make predictions of future exam outcomes?
By Andrew Lyth, Statistician, CEM
"Prediction is very difficult, especially if it's about the...
How baseline assessments can support you when schools return
By Kate Bailey, Director of Policy and Kate McKim, Marketing Executive at CEM
The COVID-19 crisis...