Our research focuses on driving continual improvement and the maintenance of high standards. We believe this is important as examination standards – and the perception of them – are of principal concern to society and dominate many educational and media debates. We also research other aspects of standards including curriculum content, attainment and performance.
Clarity in what we mean by 'standards' is critical and we have done much work to help clarify public understanding of the different examination standards issues. For example, in 2010, Cambridge Assessment held a public debate on examination standards which was attended by over 100 people, including teachers, assessment experts, employers and journalists. Our report 'Exam standards: the big debate' identified different challenges associated with different types of examination and highlighted that these challenges can be related to the changing purposes of examinations, and are not simply a matter of being 'too easy' or 'too hard’.