Impact of assessment

Our research investigates the impact of assessment within educational contexts; in particular the impact exams and assessments have on those who take them. We aim to have positive effects on teaching and learning with positive wash-back into the curriculum and into educational systems.

Impact is important because the consequences of the results from assessments can be very high stakes, affecting the life chances of those involved. Impact can also affect educational decisions and policies. Our assessments are monitored for quality during their development and when they are operational to check that they are fit for purpose and that they deliver their intended consequences.

Conference papers

Impact of A Level reform on post-16 provision (PDF, 273KB)
Walland, E. and Darlington, E. (2019). Impact of A Level reform on post-16 provision. Presented at the 7th European Conference on Education (ECE 2019) London, UK, 19-21 July 2019.
Vocational, technical and applied qualifications within upper secondary education in England (PDF, 706KB)
Williamson, J. and Carroll, M. (2018). Vocational, technical and applied qualifications within upper secondary education in England: Who takes them, how do they fit within students' programmes of study, and where do students progress to next? Presented at the 19th annual AEA-Europe conference, Arnhem/Nijmegen, The Netherlands, 7-10 November 2018.
Gaining insight from social media data in educational assessment (PDF, 72KB)
Sutch, T., Klir, N. and Gueranger, A.-C. (2018). Gaining insight from social media data in educational assessment. Presented at the 44^th conference of the International Association for Educational Assessment, Oxford, UK, 9-14 September 2018.
News articles as data: analysing the portrayal of exams in the UK print media (PDF, 446KB)
Carroll, M. (2018). News articles as data: analysing the portrayal of exams in the UK print media. Presented at the 44^th conference of the International Association for Educational Assessment, Oxford, UK, 9-14 September 2018. The slides and commentary can be viewed here.
Effects of AS/A level reforms in England: extra insights from the National Pupil Database (PDF, 541KB)
Vitello, S. and Williamson, J. (2018). Effects of AS/A level reforms in England: extra insights from the National Pupil Database. Presented at the 44^th conference of the International Association for Educational Assessment, Oxford, UK, 9-14 September 2018.
How have students and schools performed on the Progress 8 performance measure? (PDF, 1MB)
Gill, T. (2018). How have students and schools performed on the Progress 8 performance measure? Presented at the annual conference of the British Educational Research Association, Northumbria University, Newcastle, UK, 11-13 September 2018.

Video link: https://www.youtube.com/watch?v=0qEtOfJAiMs
“Meaningful” destinations: using national data to compare progression to higher education, employment and training from different education pathways in England (PDF, 60KB)
Vidal Rodeiro, C.L. and Williamson, J. (2017). Presented at the European Conference of Educational Research, Copenhagen, Denmark, 22-25 August 2017.
An analysis of the effect of taking the EPQ on performance in other level 3 qualifications (PDF, 650KB)
Gill, T. (2016). Paper presented at the British Educational Research Association (BERA) conference, Leeds, 13-15 September 2016
Pathways to Higher Education: the effect of different prior qualifications on institution and field of study (PDF, 75KB)
Vidal Rodeiro, C.L., Sutch, T. & Zanini, N. (2014). Presented at the annual conference of the British Educational Research Association, London, 23-25 September 2014.
How do A level subjects and grades determine university choices? (PDF, 135KB)
Zanini, N., Sutch, T. & Vidal Rodeiro, C.L. (2014). Presented at the annual conference of the British Educational Research Association, London, 23-25 September 2014.
Examining the impact of tiered examinations on the aspirations of young people (PDF, 250KB)
Benton, T. (2013) Paper presented at British Educational Research Association (BERA) conference, Brighton, 3-5 September 2013
The first year beyond freshers week: An exploration of additional support and assessment practices at university (PDF, 3MB)
Child, S., Mehta, S., Wilson, F., Suto, I. and Brown, S. (2013). Paper presented at the British Educational Research Association (BERA) annual conference, University of Sussex, Brighton, UK, 3-5 September 2013.
Abstracts from Cambridge Assessment Research presented at BERA 2013 (PDF, 3MB)
Cambridge Assessment Research at British Educational Research Association (BERA) 2013 conference
Do Cambridge Nationals support progression to further studies at school or college, to higher education courses and to work-based learning? (PDF, 117KB)
Vidal Rodeiro, C.L. (2013). Presented at Journal of Vocational Education and Training conference, Oxford, 5-7 July 2013.
Students’ and teachers’ views and experiences of A Level module re-sits (PDF, 17KB)
Gill, T. and Suto, I. (2012) Paper presented at British Educational Research Association (BERA) conference, Manchester, September 2012
An investigation into the impact of screen design on computer-based assessments (PDF, 25KB)
Haigh, M. (2011) British Educational Research Association, London
An investigation into the impact of item format on computer-based assessments (PDF, 18KB)
Haigh, M. (2011) International Computer Assisted Assessment Conference, Southampton
A comparison between modular and linear examinations in secondary education: the impact of maturational effects and regular feedback on performance and motivation (PDF, 19KB)
Vidal Rodeiro, C.L. & Nadas, R. (2010) Association for Educational Assessment (AEA) - Europe, Oslo
A new model of assessment for 14 to 19 year olds: What do students and their teachers think of Diploma assessments? (PDF, 12KB)
Crisp, V. and Green, S. (2010) Association for Educational Assessment (AEA) - Europe, Oslo
The effects of controlled assessments in the new Diplomas on students' learning experiences (PDF, 12KB)
Crisp, V. and Green, S. (2010) A paper presented at the Chartered Institute of Educational Assessors Annual Conference, London, October 2010.
The effects of the new modular GCSE examinations on students' outcomes, motivation and workload (PDF, 21KB)
Vidal Rodeiro, C.L. & Nadas, R. (2010) British Educational Research Association (BERA), Warwick
Practising what we preach: how do awarding bodies make use of psychological Research methods? (PDF, 18KB)
Suto, I. (2010) Association for the Teaching of Psychology Annual Conference, Keele University
E-assessment: screen design and question difficulty (poster presentation) (PDF, 2MB)
Haigh, M. (2010) International Conference of the Association for Learning Technology, Nottingham
Effects of modularisation (PDF, 3MB)
Vidal Rodeiro, C.L and Nadas, R. (2010)
A case of positive washback: an exploration of the effect of pre-release examination materials on classroom practice: ECER abstract (PDF, 18KB)
Johnson, M. & Crisp, V. (2008) European Conference on Educational Research (ECER), Gothenburg
Grading, motivation and vocational assessment (PDF, 9KB)
Johnson, M. (2007) The Journal of Vocational Education and Training International Conference, University of Oxford
Changing boards: Investigating the effects of centres changing specifications for English GCSE (PDF, 77KB)
Malacova, E. & Bell, J.F (2005)
BMAT scores and outcomes of applications to the University of Cambridge for medical and veterinary courses in 2003 (PDF, 174KB)
Shannon M. (2004) BMAT scores
Concepts of difficulty - a child's eye view (PDF, 351KB)
Johnson, M. (2003) British Educational Research Association (BERA) Annual Conference
What makes a good writing stimulus? (PDF, 355KB)
Johnson, M. (2002) British Educational Research Association (BERA) Annual Conference
Application of Number: an investigation into a theoretical framework for understanding the production and reproduction of pedagogical practices (PDF, 168KB)
McAlpine, M. and Greatorex, J. (2000) British Educational Research Association (BERA) Annual Conference
The Application of Number Experience (PDF, 360KB)
McAlpine, M. and Greatorex, J. (1999) Researching Work and Learning, A First International Conference, School of Continuing Education
The Implementation of Application of Number (PDF, 147KB)
McAlpine, M. and Greatorex, J. (1999) British Educational Research Association (BERA) Annual Conference
Assessing Thinking and Understanding: Can Oral Assessment Provide a Clearer Perspective? (PDF, 163KB)
Ahmed, A., Pollitt, A., Rose, L. (1999) 8th International Conference on Thinking, Edmonton Canada

Published articles and journal papers

What Is Computer-Based Testing Washback, How Can It Be Evaluated, And How Can This Support Practitioner Research?
Johnson, M. and Shaw, S. D. (2019). What Is Computer-Based Testing Washback, How Can It Be Evaluated, And How Can This Support Practitioner Research? Journal of Further and Higher Education. 43(9), 1255-1270.
The value of predictive validity studies and the need for ‘fit-for-purpose’ data to inform postsecondary admissions policies and decision making
Shaw, S. and Vidal Rodeiro, C.L. (2019). The value of predictive validity studies and the need for ‘fit-for-purpose’ data to inform postsecondary admissions policies and decision making. Strategic Enrollment Management Quarterly, 6(4), 23-39.
Which tier? Effects of linear assessment and student characteristics on GCSE entry decisions
Vitello, S. and Crawford, C. (2018). Which tier? Effects of linear assessment and student characteristics on GCSE entry decisions. British Educational Research Journal, 44(1), 94-118.
From “AICE”-ing the test to earning the degree: enrollment and graduation patterns among students with the Cambridge Advanced International Certificate of Education (AICE) Diploma
Vidal Rodeiro, C.L., Crawford, C. and Shaw, S. (2017). From “AICE”-ing the test to earning the degree: enrollment and graduation patterns among students with the Cambridge Advanced International Certificate of Education (AICE) Diploma. College & University, 92(4), 12-23.
The study of foreign languages in England: uptake in secondary school and progression to higher education
Vidal Rodeiro, C.L. (2017). The study of foreign languages in England: uptake in secondary school and progression to higher education. Language, Culture and Curriculum: 20(3), 213-249.
The Hebei Impact Project: A study into the impact of Cambridge English exams in the state sector in Hebei province, China

Chambers, L., Elliott, M., and Jianguo, H. (2012). The Hebei Impact Project: A study into the impact of Cambridge English exams in the state sector in Hebei province, China. Research Notes, 50, 20-23.
Measurement and Construct need to be clarified first.
Bramley, T. (2012) Commentary on Newton, P.E. Clarifying the consensus definition of validity. Measurement: Interdisciplinary Research and Perspectives. 10(1-2), 42-45.
Effects of modularity, certification session and re-sits on examination performance
Vidal Rodeiro, C.L. and Nadas, R. (2012) Assessment in Education: Principles, Policy and Practice
Going beyond the syllabus: A study of A level Mathematics teachers and students.
Suto, I., Elliott, G., Rushton, N., and Mehta, S. (2011) Educational Studies.
Changing Qualifications: A review of qualifications policies and practices
Coles, M. and Oates, T. (2010) CEDEFOP, Reference Series 84
School Based Assessment in International Practice
Johnson, M. and Burdett, N. (2010) Problems in Modern Education, 4, 64-73
Intention, interpretation and implementation: some paradoxes of Assessment for Learning across educational contexts
Johnson, M. and Burdett, N. (2010) Research in Comparative and International Education, 5, 2, 122-130
Considering alternatives to national assessments in England: possibilities and opportunities
Green, S. and Oates, T. (2009) Educational Research, 51, 2, 229-245
Do no harm - A Call for Greater Ethical Regulation of Innovation in Education and Training
Oates, T. (2009) CADMO, 2
An exploration of the effect of pre-release examination materials on classroom practice in the UK
Johnson, M. and Crisp, V. (2009) Research in Education, 82, 47-59
Grading in competence-based qualifications – is it desirable and how might it affect validity?
Johnson, M. (2008) Journal of Further and Higher Education, 32, 2, 175-184
'Underachieving boys' and 'overachieving girls' revisited
Oates, T. (2007) Rhetoric and reality, in Myers, K. (ed), Genderwatch - still watching (Trentham Books)
Protecting the innocent
Oates, T. (2007) The need for ethical frameworks within mass educational innovation, pp144-175 in Saunders, L. (ed) Educational research and policy-making - exploring the border country between research and policy (Routledge)
Does the anticipation of a merit grade motivate vocational test-takers?
Johnson, M (2007) Research in Post-Compulsory Education, 12, 2, 159-179
Effect of single-sex education on progress in GCSE
Malacova, E. (2007) Oxford Review of Education, 33, 2, 233-259
Can different teaching strategies or methods of preparing pupils lead to greater improvements from GCSE to A level improvements?
Greatorex, J. and Malacova, E. (2006) Research Papers in Education, 21, 3, 255-294
On-line Mathematics Assessment: The Impact of Mode on Performance and Question Answering Strategies
Johnson, M. and Green, S. (2006) The Journal of Technology, Learning and Assessment, 4, 5
Concepts of Difficulty: A Child's Eye View
Johnson, M. (2005) In: M. Pandis, A. Ward and Mathews, S. R. (Eds), Reading, Writing, Thinking. 199-207. Newark, DE: International Reading Association
This one is more me! What children think about writing test stimuli involving choice
Johnson, M. (2004) Literacy, 38, 2, 90-96
Examinations and assessment in curriculum 2000.
Greatorex, J. (2003) In: L. Le Versha and G. Nicholls (eds.)Teaching at post-16: Effective teaching in the A level, AS and VCE curriculum. London: Kogan Page
Children put national tests to the test
Green, C., Hamnett, L. and Green, S. (2001) Education 3-13, 29, 3, 39-42
Calculating the Difference: A discussion of the use of calculators in the Primary Classroom
Green, C. (2000) Millennium Maths Project online, Magazine NRICH, September 2000
Relationships between sport knowledge, sport performance and academic ability: Empirical evidence from GCSE Physical Education
Dexter, T.E. (1999) Journal of Sports Sciences, 17, 283-295
Birthdate and ratings of sporting achievement: analysis of Physical Education GCSE results
Bell, J.F., Massey A.J. and Dexter, T. (1997) European Journal of Physical Education, 2, 2, 160-166
Significance of birth-dates
Bell, J.F. and Massey, A.J. (1996) Nature, 382, 666
Season of birth, sex and success in GCSE English, Mathematics and Science: some long lasting effects from the early years
Massey, A.J., Elliott, G. and Ross, E. (1996) Research Papers in Education, 11, 2, 129-150

Research Matters

Research Matters 13: January 2012 (PDF, 5MB)
Research Matters: January 2012
Research Matters 12: June 2011 (PDF, 2MB)
Research Matters: June 2011
Research Matters 11: January 2011 (PDF, 1MB)
Research Matters: January 2011
Research Matters 10: June 2010 (PDF, 1MB)
Research Matters 08: June 2009 (PDF, 2MB)
Research Matters: June 2009
Research Matters 07: January 2009 (PDF, 2MB)
Research Matters: January 2009
Research Matters 06: June 2008 (PDF, 1MB)
Research Matters: June 2008
Research Matters 05: January 2008 (PDF, 2MB)
Research Matters: January 2008
Research Matters 03: January 2007 (PDF, 1MB)
Research Matters: January 2007
Research Matters 01: September 2005 (PDF, 4MB)
Research Matters: September 2005

Research reports

The relationship between taking a formal music qualification and overall attainment at Key Stage 4 (PDF, 1MB)
Gill, T. (2020). The relationship between taking a formal music qualification and overall attainment at Key Stage 4. Cambridge Assessment Research Report. Cambridge, UK: Cambridge Assessment.
Insights on trends in AS Levels, the EPQ and Core Maths: summary report (PDF, 342KB)
Walland, E. and Darlington, E. (2019). Cambridge Assessment Research Report. Cambridge, UK: Cambridge Assessment.
Reformed A level results: Do candidates who take the AS level achieve better grades? (PDF, 1MB)
Williamson, J. and Vitello, S. (2018). Cambridge Assessment Research Report. Cambridge, UK: Cambridge Assessment.
Changes in media coverage of GCSEs from 1988 to 2017 (PDF, 6MB)
Carroll, M. (2018). Cambridge Assessment Research Report. Cambridge, UK: Cambridge Assessment.
AS level trends 2017 (PDF, 883KB)
Vitello, S. and Williamson, J. (2018). Cambridge Assessment Research Report. Cambridge, UK: Cambridge Assessment.
Linear or modular - does one size fit all? (PDF, 53KB)
Vidal Rodeiro, C.L., Nadas, R. and Green, S. (2011). Paper presented at the AEA-Europe conference Queen's University Belfast, Northern Ireland November 2011.
Can you dig it?': developing an approach to validly assessing diverse skills in an archaeological context (PDF, 18KB)
Johnson, M. and Lewis, C. (2011). Paper presented at the Journal of Vocational Education and Training International conference, Oxford, July 2011.

Insight, 08 May 2019

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.

Insight, 30 May 2013

The DfE has identified a number of areas where it wishes to make changes to the current GCSEs. Tiering and Grading are amongst the most challenging. Read our views on structural and technical issues.

Insight, 10 March 2014

Over 100 educationalists came to hear Professor Michael Young’s theory of ‘powerful knowledge’ and its relationship with the National Curriculum at a recent event hosted by Cambridge Assessment Network.

Insight, 07 March 2013

Qualification reform plans in England are gathering pace, there have been many changes already and there is therefore a growing demand worldwide for information about what is happening and why. Learn about the Cambridge View.

Insight, 10 March 2014

Students who have a deficit of ‘thinking skills’ are not only lacking sufficient grounding to embark upon undergraduate study, but also missing a vital skill essential for the 21st-century workforce.

Insight, 07 March 2013

Our vision for Science qualifications in England is to provide an appropriate foundation for those wishing to progress to further Science study, whilst also offering a grounding in the fundamentals of Science for those students who do not continue the subject after 16.

Insight, 28 November 2013

To what extent should international comparisons affect a national curriculum? Should we be listening to international evidence or just ignore it?

Insight, 07 March 2013

Our vision for Maths qualifications for England is to develop a curriculum and assessment model that emphasises the richness and power of Mathematics, is comparable in intellectual rigour to the best in the world, and encourages the continued study of the subject.

Insight, 03 June 2013

A cultural inheritance in Asia places great importance on examinations and pressure on teachers and students to get good outcomes. We brought together education experts to share practical techniques.

Insight, 07 March 2013

Our vision for English qualifications in England is to develop a curriculum and assessment model that helps young people explore communication, culture and creativity, develop their critical and independent thinking and engage with the richness of our language and literary heritage.

Videos

Sharing best practice (2:10)

A powerful lesson on how sharing expertise with others can enhance learning – delegate insights from Cambridge International Study Programme.

International education: a view from Switzerland (6:05)

Christian Wölfle, Vice Principal at KV Zürich Business School, talks about the challenges and gains of fostering culturally aware and open future citizens from a vocational school point of view.

Teresa's story (3:06)

A previous Cambridge International Study Programme participant, Teresa Castanheira, shares her experiences from the course and the impact it has had on her personal and professional life.

International education: a view from Switzerland (6:05)

Christian Wölfle, Vice Principal at KV Zürich Business School, talks about the challenges and gains of fostering culturally aware and open future citizens from a vocational school point of view.

International education: Highlights (2:16)

In this highlights video we hear briefly from our speakers and also from members of the audience as they share their takeaways from the seventh Cambridge Assessment conference.

International education: views from around the globe (2:16)

We take a brief journey around the globe to find out what International Education – the theme of the seventh Cambridge Assessment Conference - means to assessment professionals, educationalists, teachers and students around the world.

International education: a view from South Korea (5:32)

Paul Friend, Principal at the North London Collegiate School on Jeju Island, South Korea, and some of his students explain what international education means to them.

Formative Assessment Revisited (03:02)

Tim Oates argues that system issues and distortion in policy processes has severely affected the implementation of Assessment for Learning, and places serious doubt on the idea that 'it has been tried and hasn't worked'.

International education: a view from South Korea (5:32)

Paul Friend, Principal at the North London Collegiate School on Jeju Island, South Korea, and some of his students explain what international education means to them.

Emotional intelligence event highlights (04:13)

Highlights from the 'emotional intelligence' event hosted by Cambridge Assessment and the RSA.

Podcasts

Seminar podcast (30MB)

Speaking at a Network seminar, Cambridge Assessment researchers Beth Black, Chung-Pak Cheung and Tim Gill discussed whether students who take GCSEs early perform better in their chosen examinations.

Seminar: Developing a model for investigating the impact of assessment (33.4MB)

Developing a model for investigating the impact of assessment within educational contexts by a public examination provider - featuring Dr Nick Saville (Cambridge Assessment English).

Interview with presenters (12MB)

Cambridge Assessment researchers Beth Black, Chung-Pak Cheung and Tim Gill discuss whether students who take GCSEs early perform better in their chosen examinations, or are they giving up their chance of getting a higher grade?

Tim Oates at event 'Is 14 the new 16?' (6.5MB)

Tim Oates speaks at our debate on 'Is 14 the new 16?' and says let's not base a system for 14-16 education on 'myths and misunderstandings'.

Seminar: Researching impact in an educational assessment context (20.8MB)

Dr Hanan Khalifa and Dr Karen Ashton (Cambridge Assessment English) present.

Seminar: Reviewing the impact of changes in the assessment of GCSEs (27.1MB)

Reviewing the impact of changes in the assessment of GCSEs - Clara Kenyon and Merrick Smith (OCR) - 22 April 2010

Interview with Dr Nick Saville (17.3MB)

Dr Nick Saville (Cambridge Assessment English) describes a model for investigating the impact of assessment within educational contexts.

Our publications

A102: Introducing Assessment Practice

A101: Introducing the Principles of Assessment