Blogs

Recently, our Professional Development Projects Specialist, Hannah Williams, attended the annual Assessment in Higher Education conference (AHE) in Manchester. This event brought together educators, professionals, and experts from various fields to explore the evolving landscape of assessments in higher education.

Research by Researcher Pia Kreijkes has identified what competencies students need to work with data. Paper assessments limit how these competencies are taught and assessed. We are designing an assessment of contemporary Geography and a key part of that offer will support the development of these competencies.

The Extended Project Qualification (EPQ) is valued by universities because it teaches skills which are likely to be useful for undergraduate study, such as research, critical thinking, and evaluation. In this blog we investigate whether students taking an EPQ tend to have better outcomes at HE.

'Efficiency and Resilience: How can we adjust the dial?' is a report out today from the Government Outcomes Lab at Oxford University's Blavatnik School and supported by Cambridge Assessment Network. Many of the ideas in the report are closely linked to the topics explored as part of our ‘Mapping the Way’ series. In this blog, Loic Menzies introduces the ideas in the report, and discusses the links with our ambition to Map The Way to Educational Equity.

Despite being an assessment specialist based in Latin America, Verónica Floretta has managed to build a bridge between professionals across the globe as a Cambridge Assessment Network Ambassador.

In the first blog in this mini-series I argued that whichever party wins the next election will need to make the beliefs and values underpinning its policies clear. Then, in the second I showed how competing strategies can result in incoherent policy making. In this blog, I want to argue that being explicit about the values that sit behind a strategy also matters at a school or trust level.

Linguist and Cambridge Centre Exams Manager, Amanda Jane Lowles wanted a greater understanding of what practices went into the creation of her Centre’s assessments. By utilising A10 courses such as A101: Introducing the Principles of Assessment which are offered by Cambridge Assessment Network, Amanda has now gained this important expertise.

"Perhaps that’s why politicians ended up investing valuable political capital in major reforms of the National Curriculum, whilst at the same time exempting academies from having to follow it." In this latest blog from Loic Menzies, he explores how policymakers navigate the tensions encountered when trying to juggle autonomy and central direction.

In debates about ‘progressive’ versus ‘traditionalist’ teaching, part of the debate is about evidence, but values are the iceberg floating beneath the surface. In this blog from Loic Menzies, which is part of our series Mapping The Way to a More Equitable Future for Education, we look at the increased interest in evidence in education and the extent to which this should affect policy decisions.

Stephen Ives has been on an incredible journey in the world of assessment. Having spent over 12 years teaching English to adults both in the UK and abroad after completing his Cambridge DELTA qualification, Stephen has gone on to support the implementation of assessment processes across the globe. Here, Stephen discusses how completing CPD training with Cambridge Assessment Network is supporting his career development.

The recent launch of ChatGPT has accelerated the conversation around AI and assessment, so we spoke with Nick Raikes - who leads a programme of work in data innovation and development here at Cambridge - about opportunities and challenges for assessment practitioners.

Creative Education Trust (CET) is a UK network of 17 schools in postindustrial and coastal urban centres, educating 13,500 children and young people. They recently completed a bespoke project with the team at Cambridge Assessment Network which involved 60 teachers, 13 subjects and 5 weekly webinars, to reimagine the Trust's assessment framework.

Assessing competence and skills like critical thinking, problem-solving, and collaboration are high on the agenda for educators, employers, and policymakers looking to reimagine an education system fit for the future. In this blog, we discuss the advantages and challenges of assessing competence and so-called '21st-century skills', and how they might be integrated into the curriculum.

Desislava Dimitrova is an assessment expert with over 30 years’ experience in the educational sector. Having developed her knowledge base through both study and as a teacher in Bulgaria, Desislava was keen to get the answers to some of her most pressing questions around assessment – with the help of Cambridge Assessment Network she has been on a journey to find them.

In the past 40 years, the pace of technological change has been rapid. In those same years, assessment has remained largely the same. In this blog we ask, is digital assessment finally on its way, and if so what does that look like? From a lift and shift model to 'born digital exams, we examine how technology is shaping assessment, and discuss why the focus should be on what we want for the future of education, not what the tech can do for us.