- A Level reform: research
- Our research findings, together with the findings from our UK exam board OCR’s extensive subject-based forums, provide a firm evidence base to design the next generation of A Levels to the standards expected by HE.
- A Level reform: policy
- Our policy papers outlines how greater involvement of university academics in setting the content of A Levels would both be a better guarantee of school standards and improve the university admissions process.
- A level reform: OCR Subject Forums
- As part of its work on developing A Levels with higher education, OCR has set up subject groups comprising HE institutions and staff, learned societies, employers and teachers.
- Developing A Levels with higher education
- Together with our UK exam board, OCR, we have been implementing a wide-ranging HE engagement programme in relation to the next round of A Level change.
- University admissions overhaul - the PQA debate
- Given the ongoing debate about the university admissions system, researchers at Cambridge Assessment have investigated different ways of predicting performance at A level.
- Is 14 the new 16?
- On 7 June 2011 we hosted a debate about whether the age at which children take GCSEs should be lowered to 14, as well as the pros and cons of a routed system.
- Could do better: Using international comparisons to refine the National Curriculum in England
- Recent reviews of the National Curriculum have failed to harness the insights emerging from high quality transnational comparisons...
- A better approach to regulating qualifications standards
- In light of the upcoming Government White Paper on education this autumn, Cambridge Assessment explains how standards can be best be maintained...
- Understanding and establishing standards in qualifications - the use of rank ordering
- Despite early origins, these scaling methods have been introduced into the world of assessment relatively recently, and have the potential to lead to exciting innovations in several aspects of the assessment process.
- How much control should the state have over educational assessment?
- Experts discussed the role of the state in assessment at the 4th Cambridge Assessment Conference.
- Confidence in standards - Ofqual independence
- Cambridge Assessment is following the Apprenticeships, Skills, Children and Learning Bill as it goes through UK Parliament during 2009. Click here to keep up to date with what we’re thinking.
- Does emotional intelligence affect exam success?
- A panel of educational experts have recently debated the concept of ‘emotional intelligence’ and whether it could – and should be – a part of teaching today.
- Trust in Assessment
- So are examinations no longer ‘fit for purpose’ or is it simply a question of trust?
- Reflections on the Recent Revolution at Key Stage 3
- Sylvia Green, Director of Research at Cambridge Assessment reflects on the recent changes at Key Stage 3.
- Secondary Curriculum – Evolution and Innovation
- Keynote seminar by Tim Oates, Group Director Assessment Research and Development, at the Westminster Education Forum seminar on 22 November 2007
- Intelligent regulation: trust and risk - speech by Group CEO, Simon Lebus
- Group Chief Executive, Simon Lebus's speech "Intelligent regulation: trust and risk" presented at the QCA seminar on 8 November 2007.
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