Past articles

The future isn’t set in stone... by imagining it and planning for it, we can help create a world we’re excited to live in! To understand how parents, educators and learners anticipate the future of learning we are investigating what is disrupting learning and what impact those disruptors are having. Adults can take part here.

We will be sharing some of our recent research relevant to the conference theme of Technology, Artificial Intelligence, and Process Data for Assessment in the 21st Century.

Cambridge research identifies hallmarks of AI essay writing.

Covid-19 had a major impact on education – yet not all the effects were negative. New research identified four areas that have been positively influenced by the Covid-19 disruption.

This blog describes a small scale study which is part of how we are building our understanding of how students use generative AI in their learning and assessment.

We conducted a rapid review of the research literature to investigate the pros and cons of open book, open web (OBOW) assessments.

'Ask the experts' is an exclusive podcast for members of Cambridge Assessment Network. This taster edition features Martina Kuvalja, Senior Researcher in the Digital Assessment and Evaluation team, as she answers a question from a member on metacognition, learning and assessment.

In this report, Vicki Crisp and Jo Ireland draw on existing literature about mode effects to suggest a structure for considering how question design features in computer-based tests may influence the constructs assessed.

Research by Pia Kreijkes has identified what competencies students need to work with data. We are designing an assessment of Contemporary Geography which aims to develop these competencies.

In the past 40 years, the pace of technological change has been rapid. In this blog we ask, is digital assessment finally on its way, and if so what does that look like?