Research methods

Research methods

Students in science lab doing experiment

Our research may utilise qualitative, quantitative or mixed methodological approaches. Choosing the correct method for each research project is vitally important, and we are able to call upon the largest assessment research capacity of its kind in Europe to achieve this.

We continually keep abreast of the latest research methods to ensure that our research benefits from new initiatives, and we supplement this by designing our own research methods as needed.

Published materials

Related materials

The Cambridge View on English

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.

The Cambridge View on structural and technical issues

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.

The Cambridge Approach to Comparability

Insight, 07 March 2013

Qualification reform in England has encouraged us to bring together the various strands of our research on international comparability. Find out about more about our work on GCSE reform.

Raising the game – new 14-16 qualifications in England

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.

International comparisons and education reform

Insight, 13 December 2012

In almost every country where we work the dominant political discourse in education is around international comparisons. So what does this mean for the UK?

The Cambridge View on Science

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.

6th Cambridge Assessment Conference - Examining Risk

Insight, 17 October 2012

The conference on 10 October addressed the issue of risk in examinations. So what can we learn from the past, what might be learned from insights within other fields, and how best we can confront the reality of risk in the future?

The Cambridge View on Mathematics

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.

A Level reform: research

Insight, 30 April 2012

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.


Our response to the UCAS consultation on its QIR (4:35)

As a research-based organisation, we believe that universities should have access to additional information to make better informed offers to candidates. However, any new method for comparing particular qualifications must be robust yet understandable to its users. 

Using the CRAS framework to measure the demand of exam questions (3:57)

Cambridge Assessment researchers explain how the CRAS framework was developed and how it is used.


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Research Matters

Research Matters is our free biannual publication which allows us to share our assessment research, in a range of fields, with the wider assessment community.

Research Matters 28: Autumn 2019