How can we balance innovation and comparability in our digital high stakes assessments? In this blog we explain what we mean by comparability in digital assessment, and how we are balancing innovation and comparability of outcomes.
Take part in our global research anticipating the future of learning 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.
Cambridge Digital Assessment Research at the 25th AEA-Europe Conference 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.
Our research finds that Covid-19 disruption renewed interest in educational change 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.
How do learners use ChatGPT to write essays? 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.
What is an open book open web (OBOW) exam and what are the pros and cons? We conducted a rapid review of the research literature to investigate the pros and cons of open book, open web (OBOW) assessments.
How to teach and assess metacognition '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.
Does moving test questions from paper to screen change what is being assessed? 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.
What competencies do students need when working with data? 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.
The future of high stakes school assessment 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?
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.
Data Bytes A regular series of graphics from our research team, highlighting the latest research findings and trends in education and assessment.