Blogs

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.

As part of our SHAPE Education initiative, we’re hosting monthly debates with experts on the future of education. This month we discussed how, as educators and an education system, we can prepare students to thrive in the future world. Dan Hutchinson, Proposition Director, Higher Education & Adult at Cambridge University Press ELT reflects on the recent event.

This is the fifth in a series of blogs sharing stories about our assessment practitioner community. Tom Cherry is Head of Qualifications at the Wine & Spirit Education Trust (WSET) and has studied on three of Cambridge Assessment Network’s four A10 series of online courses. Here he talks to us about wanting to get assessment right for his industry, the learners, and the wider assessment community.

The last year and a half have seen enormous changes for education in England and the impact of the pandemic on education and assessment will continue to be felt for many years to come.

What do grades awarded during the Covid pandemic mean? And how do they compare to grades awarded in previous years?

What is the future of English language teaching in schools? What do we need to do to support the future of English language education? Who decides on the curriculum? Read a summary of the discussions in this final part in our series of blogs reflecting on the week-long SHAPE Education: The Future of Schools event.

Do you really know what A Level grades in England mean and how they are determined? And do you understand what is meant by grade inflation? In this blog, we invite you to explore these concepts with us as we attempt to minimise the mystery and provide clarity.

In this blog, on the penultimate day of the five-day SHAPE Education: The Future of Schools event we focus on educational technology. The speakers discussed the role they see technology playing in education by 2040.

We have all sat exams and are familiar with the idea of having papers marked. In many cases these marks are then converted into grades, but why? This is the question we tackle in this first of four blogs in a mini-series focused on grading and standards.

In this blog, on the third day of the five-day SHAPE Education: The Future of Schools event we focus on learners and their future needs for work. Questions and discussions centred on where we work, how we work, and how this will have to change for the future.

In this blog, on the second day of the five-day SHAPE Education: The Future of Schools event we focus specifically on what education will look like in 20 years’ time.

This is the fourth in a series of blogs sharing stories about our assessment practitioner community. Educational specialist Gemma Escott talks to Cambridge Assessment Network about how becoming an assessment specialist 'just kind of happened', having to piecemeal together her early professional development and how A101: Introducing the Principles of Assessment allowed her to reflect on her practice amongst other professionals.

In this blog, we focus on the first day of the five-day event which aimed to unpack social issues facing the future of education, demonstrate the complexity of the issues in global and local contexts, and identify ways that we might respond to the emerging challenges.

Rosalia Valero, Strategic Development Head at Cambridge Assessment English in Mexico, began her career in teaching and training and now works with ministries and educational institutions to transform education in the Americas region. She spoke to us about her career path and why developing a greater understanding of assessment has helped her to ‘fall in love again’ with what she sells.

The Covid-19 pandemic has pushed many schools to use and rely on digital technology in order to continue teaching and learning. In this blog, we examine and address concerns that the move to remote education has highlighted digital inequality within UK education.

Over the last 12 months existing digital platforms used to deliver English learning and assessment have been fully road tested, but what does this mean for the teacher of the future? To answer this question we look at the types of technology that are making an impact in language education.

Hear from Cambridge Assessment and Cambridge University Press' first joint staff network, The Young Employees Network, to find out more about the network and how we are supporting young employees. 

George Vlachonikolis has taught Economics for A Level and IB for 10 years. Currently he is studying on the Postgraduate Advanced Certificate in Educational Studies: Educational Assessment (PGCA) and in this blog he details how the PGCA has built his confidence and expertise as an assessment practitioner and reflects on the things that have shaped his assessment identity.

In our latest future of education blog we explore how theory and evidence in relation to cognitive science has the potential to benefit learning and teacher practices.

As part of our SHAPE Education initiative, we’re hosting monthly debates with educational experts on the future of education. This month we discussed why we need to reimagine the way that skills development happens in our current education system, and explored the model of peer-to-peer learning.