Cambridge Assessment Insights

How do our office buildings and environments influence working practice and culture?

Fri, 06 Jan 2023 16:52:46 GMT

Many organisations use their location, building’s architecture and interior design of working spaces to shape and reflect work practices and organisational culture.

In 2018, staff moved from multiple Cambridge office sites to purpose built building, 'Triangle', and the Research Division of Cambridge University Press & Assessment seized this opportunity to find out how the physical environment influences work practice and whether the move to Triangle met its purpose.

Making Waves: Transforming teaching practice through enhanced assessment expertise

Tue, 01 Dec 2020 12:20:40 GMT

A report has been published by the Centre for Education and Youth and Pearson UK casting light on what schools and teachers need to do to tackle the big challenges around assessment. Cambridge Assessment Network fully support the recommendations laid out in Making Waves: Building a better future for assessment and here they reflect on how they can best be implemented.

Covid-19 Curriculum Watch 4: Curriculum choices and the pandemic

Wed, 26 Aug 2020 10:50:03 GMT

As face-to-face and blended learning restarts for most learners across the UK, the Education and Curriculum Team from our Research Division look at how curriculum policy and practice in the four different UK nations is being affected by the pandemic. This is the fourth instalment in our Covid-19 Curriculum Watch series.

Covid-19 Curriculum Watch 3: Learning access, resources, and assessment guidance during the pandemic

Thu, 06 Aug 2020 08:59:11 GMT

In the third blog in our series our Education and Curriculum team catalogue the educational responses across the four nations of the UK to the current pandemic.

Covid-19 Curriculum Watch 2: Changes to assessment in response to the pandemic

Tue, 14 Jul 2020 16:01:29 GMT

The Education and Curriculum Team from our Research Division explore the changes made to assessment in the United Kingdom this year in response to the Coronavirus pandemic. This is the second instalment in the Covid-19 Curriculum Watch series.

Covid-19 Curriculum Watch: Education Policy in the first 3 months of the pandemic

Thu, 02 Jul 2020 12:09:21 GMT

The Education and Curriculum Team from our Research Division examine the impact that the Coronavirus pandemic has had on education policy in the United Kingdom. This piece is the first in what will shape a Covid-19 Curriculum Watch blog series.

eLearning everywhere? - How teachers around the world are responding

Thu, 21 May 2020 10:50:27 GMT

The Covid-19 outbreak has caused disruption for schools and teachers around the world. Andrew Field, eLearning Manager for Cambridge Assessment International, looks at the use of eLearning during the crisis and the positive ways Cambridge teachers worldwide have been responding.

Shaping education technology for future learners

Fri, 06 Mar 2020 09:00:00 GMT

Geoff Stead’s keynote speech at the Cambridge Summit of Education called for a more radical approach to technology in education.

Why didn't we abolish exams for 16-year-olds? - The history of GCSEs

Mon, 27 Jan 2020 11:37:33 GMT

When questioning whether or not we should ‘scrap GCSEs’ it is important to consider the history of our external exams system here in England. Andrew Watts talks us through the history of external exams in England. He highlights how and why a policy to abolish secondary exams was once agreed by the British government, but never happened.

Is education ready for artificial intelligence? Machine learning and EdTech

Mon, 27 Jan 2020 09:00:00 GMT

Professor Rose Luckin's keynote speech at the Cambridge Summit of Education asked whether education is ready for AI, and suggested how educators can help future learners outwit the robots.

Vocational qualifications, baking and Vogue

Thu, 17 Oct 2019 10:49:09 GMT

Stakeholder Relationships Manager at OCR, Ruth Carter, first contacted Luminary Bakery four years ago when it came to her attention that they were offering the OCR Life and Living Skills Introductory Award as part of their training which helps empower some of the UK's most disadvantaged women to reach their potential.

Twinned considerations: Higher education standards and professional learning

Fri, 11 Oct 2019 08:56:12 GMT

Dr Simon Child (Head of Assessment Training for the Cambridge Assessment Network) and his twin brother Adam Child (Head of Academic Quality at Bournemouth University) share their thoughts on assessment in Higher Education.

9 Reasons why Applied General Qualifications are here to stay

Thu, 25 Jul 2019 10:34:54 GMT

Applied General Qualifications such as Cambridge Technicals will remain an important option alongside T Levels and A Levels, says Paul Steer of OCR.

From the 90s to now - How has media coverage of exams changed?

Wed, 08 May 2019 10:34:54 GMT

Reflecting on more than 20 years in Public Relations for Cambridge Assessment, Bene't Steinberg charts a spike in newspaper coverage of exams, sparked by ambitious politicians, a fight for university places and an increase in public interest, and also how social media has changed the way journalists report this annual hot topic.

A remedy for 'teaching to the test?'

Fri, 05 Apr 2019 10:34:54 GMT

Ofsted’s new inspection framework: OCR’s Paul Steer assesses how a shift in focus from exams to curriculum quality will guard against a ‘pub quiz’ education.

Technology-Enhanced Language Assessment: Innovative Approaches for Better Learning

Fri, 08 Mar 2019 10:34:54 GMT

Find out how Cambridge Assessment English is using computer-based testing and artificial intelligence while always keeping the learner central to the process.

Predicting the future: what does the coming year have in store for the world of assessment?

Wed, 06 Feb 2019 10:34:54 GMT

Paul Steer, Head of Policy at OCR gives an indication of what 2019 might bring in the world of qualifications.

Science practicals - the experiment worked

Wed, 12 Dec 2018 10:34:54 GMT

Tim Oates CBE explores the positive outcome of experimenting with how we assess practical work in science.

Spoilt for choice? Is it a good idea to let students choose which questions they answer in an exam?

Thu, 29 Nov 2018 10:34:54 GMT

Choice is usually promoted as being a good thing, with its connotations of freedom and autonomy but is it always a good thing when it comes to subject topics?