Research reports

Reports of research carried out by the Research Division for Cambridge University Press and Assessment and its business streams, or externally funded research carried out for third parties including the regulators in the UK and many ministries overseas.

Impact of taking Core Maths: Analysis of OCR specifications (PDF, 938KB)
Gill. T. (2024). Impact of taking Core Maths: Analysis of OCR specifications. Cambridge University Press & Assessment.
How are learning theories used in national curriculum development? (PDF, 581KB)
Ireland, J., & Majewska, D. (2024). How are learning theories used in national curriculum development? Cambridge University Press & Assessment.
Progression of the 2020 Key Stage 4 cohort to post-16 study (PDF, 3MB)
Vidal Rodeiro, C.L. (2024). Progression of the 2020 Key Stage 4 cohort to post-16 study

Data - Appendix I, Data - Appendix J
Is Core Maths fulfilling its aim? Impact on higher education outcomes (PDF, 1MB)
Gill, T. (2024). Is Core Maths fulfilling its aim? Impact on higher education outcomes.
Core Maths qualifications: how they fit in post-16 programmes of study and their impact on other subjects with a quantitative element (PDF, 1MB)
Gill, T. (2024). Core Maths qualifications: how they fit in post-16 programmes of study and their impact on other subjects with a quantitative element
Reporting scale scores at GCSE and A level (PDF, 950KB)
Bramley, T., Vidal Rodeiro, C.L., & Wilson, F. (2024). Reporting scale scores at GCSE and A level. Cambridge University Press & Assessment.
Tracking the June 2020 Key Stage 5 cohort: progression to further and higher education (PDF, 4MB)
Lim, C.H.J. (2024). Tracking the June 2020 Key Stage 5 cohort: progression to further and higher education. Cambridge University Press & Assessment.
Cognitive Diagnostic Models and how they can be useful (PDF, 1MB)
Williamson, J. 2023. Cognitive Diagnostic Models and how they can be useful. Cambridge University Press & Assessment.
Sex gaps in education in England (PDF, 15MB)
Carroll, M. (2023). Sex gaps in education in England. Cambridge University Press & Assessment.
The Futures of Assessments: Navigating Uncertainties through the Lenses of Anticipatory Thinking (PDF, 2MB)
Abu Sitta, F., Maddox, B., Casebourne, I., Hughes, S., Kuvalja, M., Hannam, J. & Oates, T. (2023). The Futures of Assessment: Navigating Uncertainties through the Lenses of Anticipatory Thinking Cambridge University Press & Assessment Research Report. Cambridge, UK: Cambridge University Press & Assessment
Teachers’ experiences of teaching during the Covid-19 pandemic (PDF, 13MB)
Carroll, M. & Constantinou, F. (2023). Teachers’ experiences of teaching during the Covid-19 pandemic. Cambridge University Press & Assessment.
The feasibility of on-screen mocks in maths and science (PDF, 660KB)
Williamson, J. (2023). The feasibility of on-screen mocks in maths and science. Cambridge University Press & Assessment.
Scientific literacy – what can we learn from high performing jurisdictions? (PDF, 852KB)
Majewska, D. (2023). Scientific literacy – what can we learn from high performing jurisdictions? Cambridge University Press & Assessment.
A structure for analysing features of digital assessments that may affect the constructs assessed (PDF, 330KB)
Crisp, V. & Ireland, J. (2022). A structure for analysing features of digital assessments that may affect the constructs assessed. Cambridge University Press & Assessment.
What do we know about the evidence sources teachers used to determine 2021 Teacher Assessed Grades? (PDF, 716KB)
Vitello, S. & Leech, T. (2022). What do we know about the evidence sources teachers used to determine 2021 Teacher Assessed Grades? Cambridge University Press & Assessment.
What impacts success in proofreading? A literature review of proofreading on screen vs on paper. (PDF, 663KB)
Vitello, S. (2022). What impacts success in proofreading? A literature review of proofreading on screen vs on paper. Cambridge University Press & Assessment.
What impacts success in proofreading? A literature review of text feature effects. (PDF, 460KB)
Mouthaan, M., & Vitello, S. (2022). What impacts success in proofreading? A literature review of text feature effects. Cambridge University Press & Assessment.
How did we get here? Timelines showing changes to maths education in England and the United States (PDF, 1009KB)
Majewska, D. Rushton, N. & Shaw, S. (2022). How did we get here? Timelines showing changes to maths education in England and the United States. Cambridge University Press & Assessment Research Report. Cambridge, UK: Cambridge University Press & Assessment
Formal, non-formal, and informal learning: What are they, and how can we research them? (PDF, 787KB)
Johnson, M., and Majewska, D. (2022). Formal, non-formal, and informal learning: What are they, and how can we research them? Cambridge University Press & Assessment Research Report.
Are students who take the Extended Project Qualification better prepared for higher education? (PDF, 1MB)
Gill, T. (2022). Are students who take the Extended Project Qualification better prepared for higher education study? Cambridge University Press & Assessment.
Uptake and results in the Extended Project Qualification (PDF, 812KB)
Gill, T. (2022). Uptake and results in the Extended Project Qualification. Cambridge University Press & Assessment.
The impact of GCSE maths reform on progression to A level. (PDF, 1MB)
Vidal Rodeiro, C.L. & Williamson, J. (2022). The impact of GCSE maths reform on progression to A level. Cambridge University Press & Assessment.
Item types and demand - What is the impact on demand of manipulating item types in Computer Science GCSE and IGCSE (PDF, 671KB)
Green, C. & Hughes, S. (2022). Item types and demand: What is the impact on demand of manipulating item types in Computer Science GCSE and IGCSE? Cambridge University Press & Assessment.
The impact of the introduction of Progress 8 on the uptake of qualifications in English schools – an update for 2017/18 to 2019/20 (PDF, 1MB)
Gill, T. (2022). The impact of the introduction of Progress 8 on the uptake of qualifications in English schools – an update for 2017/18 to 2019/20. Cambridge University Press & Assessment.
Student rank order and post-16 subject choices (PDF, 1MB)
Williamson, J. & Vidal Rodeiro, C. (2022). Student rank order and post-16 subject choices. Cambridge University Press & Assessment.
An analysis of cultural representations of India and the UK in English subject curricula
Cambridge Partnership for Education (2022). An analysis of cultural representations of India and the UK in English subject curricula. British Council India
Tracking the June 2020 Key Stage 4 cohort: progression to post-16 study (PDF, 1MB)
Vidal Rodeiro, C.L. & Williamson, J. (2022). Tracking the June 2020 Key Stage 4 cohort: progression to post-16 study. Cambridge University Press & Assessment.
Register of Change Part 2: 2010-2021 (PDF, 900KB)
Rushton, N. & Ireland, J. 2022. Register of Change Part 2: 2010- 2021. Cambridge University Press & Assessment Research Report. Cambridge, UK: Cambridge University Press & Assessment.
Register of Change Part 1: 2000-2010 (PDF, 565KB)
Rushton, N. 2022. Register of Change Part 1: 2000-2010. Cambridge University Press & Assessment Research Report. Cambridge, UK: Cambridge University Press & Assessment.
COVID related consultations 2020-21 (PDF, 421KB)
Rushton, N. 2022. COVID-19 related consultations 2020-2021: A register of Change supplementary document. Cambridge University Press & Assessment Research Report. Cambridge, UK: Cambridge University Press & Assessment.

Our publications

A101: Introducing the Principles of Assessment

CPD accredited online courses

First cohort receives advanced award from the Assessment Network

Research reports