Blogs on 'UK Education'

As we might expect, there are both similarities and differences in mathematics teaching in England and the US. If we want to understand the differences, it is useful to look at the way that mathematics has been taught in the past and how such teaching has influenced teaching today. In this blog and the accompanying time lines we explore the main events and influences in mathematics education in the two countries.

Comparability, or the extent to which standards are similar, between paper and digital assessments can be a concern. In this blog researchers Sarah Hughes and Gill Elliot explain what we mean by comparability when talking about digital assessment, and how our Digital High Stakes Assessment Programme is balancing innovation and comparability of outcomes.

Digital assessment is growing from strength to strength. Besides innovative new assessments – including those integrated within learning tools – there’s demand for existing high stakes assessments to be available on screen. But it's not as simple as migrating all our existing paper tests onto screen. In this blog, we zoom in on the particularities of maths and science.

As part of our SHAPE Education initiative, Cambridge University Press & Assessment is hosting monthly ‘SHAPE Live’ debates with experts on the future of education. On Tuesday, 1 March we discussed how, as educators and an education system, we can personalise learning. Brendan Wightman, secondary digital publishing lead (English) at Cambridge University Press & Assessment, reflects on the recent event.

With all the work which has gone into creating our archive of thousands of assessments, that were developed using research evidence and quality assured, why don’t we just put our existing assessments on screen?

We recently reported on our research that catalogued in detail the experiences of 15 teachers based in England from diaries they were asked to keep during the first half of 2021. This blog describes how the research team set about collecting the data and sets out some of the insights the teachers provided.

Research and Thought Leadership Lead, Sarah Hughes explores, the definition of the term ‘digital’ and what that means for the future of assessment.

In the latest blog in our series on outline principles for the future of education, Tim Oates CBE, Director of Assessment Research and Development at Cambridge University Press & Assessment, challenges ‘Year Zero’ thinking in many of the discussions about future learning.

In the latest blog in our series on outline principles for the future of education, Tim Oates CBE takes a look at the history of GCSEs in England to understand how the introduction of the qualification has benefitted young people.

Qualifications are central to key processes in societies and economies around the world and we should see their delivery as a public good, Tim Oates CBE argues in the latest blog in our series on outline principles for the future of education.