Digital Divide in UK Education during COVID-19 Pandemic: Literature Review. Research Report

Authors: Coleman, Victoria, Cambridge Assessment (United Kingdom)

Source: Cambridge Assessment. 2021.

Peer Reviewed: N

Page Count: 40

Descriptors: Foreign Countries, Access to Computers, Disadvantaged, COVID-19, Pandemics, Distance Education, Electronic Learning, School Closing, Educational Research, Elementary Secondary Education

Geographic Terms: United Kingdom

High-Stakes Testing after Basic Secondary Education: How and Why Is It Done in High-Performing Education Systems? Research Report

Authors: Suto, Irenka, Oates, Tim, Cambridge Assessment (United Kingdom)

Source: Cambridge Assessment. 2021.

Peer Reviewed: N

Page Count: 24

Descriptors: High Stakes Tests, Secondary Education, Student Evaluation, Exit Examinations, Foreign Countries, Qualifications, Accountability, International Assessment, Comparative Education, Academic Achievement, High Achievement, Secondary School Students

Geographic Terms: United Kingdom (England), United Kingdom (Wales), United Kingdom (Northern Ireland), China (Shanghai), Estonia, Finland

An Analysis of Grade Boundary Marks in A Levels and GCSEs if the 2020 'Standard' Was Applied to 2019 Results. Research Report

Authors: Gill, Tim, Cambridge Assessment (United Kingdom)

Source: Cambridge Assessment. 2020.

Peer Reviewed: N

Page Count: 24

Descriptors: Academic Standards, Grades (Scholastic), Secondary Education, Exit Examinations, Foreign Countries, Test Score Decline, Mathematics, Latin, Computer Science, English Literature, Intellectual Disciplines

Geographic Terms: United Kingdom

Does Comparative Judgement of Scripts Provide an Effective Means of Maintaining Standards in Mathematics? Research Report

Authors: Benton, Tom, Leech, Tony, Hughes, Sarah, Cambridge Assessment (United Kingdom)

Source: Cambridge Assessment. 2020.

Peer Reviewed: N

Page Count: 18

Descriptors: Mathematics Tests, Equated Scores, Comparative Analysis, Difficulty Level, Test Items, Statistical Analysis, Accuracy, Interrater Reliability, Judges, Evaluative Thinking

The Impact of the Introduction of Progress 8 on the Uptake of Qualifications in English Schools -- An Update for 2016/17. Research Report

Authors: Gill, Tim, Cambridge Assessment (United Kingdom)

Source: Cambridge Assessment. 2018.

Peer Reviewed: N

Page Count: 31

Descriptors: Foreign Countries, Accountability, Grades (Scholastic), Academic Achievement, Program Effectiveness, Institutional Characteristics, Socioeconomic Status, Racial Differences, Ethnicity, School Effectiveness, Intellectual Disciplines, Standardized Tests, Qualifications, Secondary Education, Racial Composition, Course Selection (Students)

Geographic Terms: United Kingdom (England)

Provision of GCSE Subjects 2017. Statistics Report Series No. 122

Authors: Gill, Tim, Cambridge Assessment (United Kingdom)

Source: Cambridge Assessment. 2018.

Peer Reviewed: N

Page Count: 18

Descriptors: Exit Examinations, Secondary School Students, College Entrance Examinations, Foreign Countries, Institutional Characteristics, Academic Achievement, Single Sex Schools, Disadvantaged Schools, Gender Differences, School Size, Incidence, Intellectual Disciplines

Geographic Terms: United Kingdom (England)

Uptake of GCSE Subjects 2017. Statistics Report Series No. 120

Authors: Carroll, Matthew, Gill, Tim, Cambridge Assessment (United Kingdom)

Source: Cambridge Assessment. 2018.

Peer Reviewed: N

Page Count: 13

Descriptors: Exit Examinations, Secondary School Students, College Entrance Examinations, Foreign Countries, Institutional Characteristics, Academic Achievement, Disadvantaged Schools, Single Sex Schools, Intellectual Disciplines

Geographic Terms: United Kingdom (England)

The Impact of the Introduction of Progress 8 on the Uptake and Provision of Qualifications in English Schools. Research Report

Authors: Gill, Tim, Cambridge Assessment (United Kingdom)

Source: Cambridge Assessment. 2017.

Peer Reviewed: N

Page Count: 27

Descriptors: Foreign Countries, Accountability, Grades (Scholastic), Academic Achievement, Program Effectiveness, Institutional Characteristics, Socioeconomic Status, Racial Differences, Ethnicity, School Effectiveness, Intellectual Disciplines, Standardized Tests, Qualifications, Secondary Education, Racial Composition, Course Selection (Students)

Geographic Terms: United Kingdom (England)

Provision of GCSE Subjects 2016. Statistics Report Series No. 115

Authors: Gill, Tim, Cambridge Assessment (United Kingdom)

Source: Cambridge Assessment. 2017.

Peer Reviewed: N

Page Count: 18

Descriptors: Exit Examinations, Secondary School Students, College Entrance Examinations, Foreign Countries, Institutional Characteristics, Academic Achievement, Single Sex Schools, Disadvantaged Schools, Gender Differences, School Size, Incidence, Intellectual Disciplines

Geographic Terms: United Kingdom (England)

Uptake of GCSE Subjects 2016. Statistics Report Series No. 114

Authors: Carroll, Matthew, Gill, Tim, Cambridge Assessment (United Kingdom)

Source: Cambridge Assessment. 2017.

Peer Reviewed: N

Page Count: 13

Descriptors: Exit Examinations, Secondary School Students, College Entrance Examinations, Foreign Countries, Institutional Characteristics, Academic Achievement, Disadvantaged Schools, Single Sex Schools, Intellectual Disciplines

Geographic Terms: United Kingdom (England)

Provision of GCSE Subjects 2015. Statistics Report Series No. 106

Authors: Gill, Tim, Williamson, Joanna, Cambridge Assessment (United Kingdom)

Source: Cambridge Assessment. 2016.

Peer Reviewed: N

Page Count: 16

Descriptors: Exit Examinations, Secondary School Students, College Entrance Examinations, Foreign Countries, Institutional Characteristics, Academic Achievement, Single Sex Schools, Disadvantaged Schools, Gender Differences, School Size, Incidence, Intellectual Disciplines

Geographic Terms: United Kingdom (England)

Uptake of GCSE Subjects 2015. Statistics Report Series No. 107

Authors: Gill, Tim, Williamson, Joanna, Cambridge Assessment (United Kingdom)

Source: Cambridge Assessment. 2016.

Peer Reviewed: N

Page Count: 11

Descriptors: Exit Examinations, Secondary School Students, College Entrance Examinations, Foreign Countries, Institutional Characteristics, Academic Achievement, Disadvantaged Schools, Single Sex Schools, Intellectual Disciplines

Geographic Terms: United Kingdom (England)

Uptake and Results in the Extended Project Qualification 2008-2015. Statistics Report Series No. 101

Authors: Gill, Tim, Cambridge Assessment (United Kingdom)

Source: Cambridge Assessment. 2016.

Peer Reviewed: N

Page Count: 9

Descriptors: Secondary School Students, Exit Examinations, Independent Study, Student Projects, Student Characteristics, Grades (Scholastic), Academic Achievement, Institutional Characteristics, Low Income Students, Qualifications, Academic Education, Foreign Countries, Databases, Comparative Analysis, Course Selection (Students), Gender Differences, Longitudinal Studies, Student Records

Geographic Terms: United Kingdom (England)

Provision of GCSE Subjects 2014. Statistics Report Series No. 81

Authors: Gill, Tim, Cambridge Assessment (United Kingdom)

Source: Cambridge Assessment. 2015.

Peer Reviewed: N

Page Count: 17

Descriptors: Exit Examinations, Secondary School Students, College Entrance Examinations, Foreign Countries, Institutional Characteristics, Academic Achievement, Single Sex Schools, Disadvantaged Schools, Gender Differences, School Size, Incidence, Intellectual Disciplines

Geographic Terms: United Kingdom (England)

Uptake of GCSE Subjects 2014. Statistics Report Series No. 80

Authors: Gill, Tim, Cambridge Assessment (United Kingdom)

Source: Cambridge Assessment. 2015.

Peer Reviewed: N

Page Count: 11

Descriptors: Exit Examinations, Secondary School Students, College Entrance Examinations, Foreign Countries, Institutional Characteristics, Academic Achievement, Disadvantaged Schools, Single Sex Schools, Intellectual Disciplines

Geographic Terms: United Kingdom (England)

Provision of GCSE Subjects 2013. Statistics Report Series No. 71

Authors: Gill, Tim, Cambridge Assessment (United Kingdom)

Source: Cambridge Assessment. 2014.

Peer Reviewed: N

Page Count: 17

Descriptors: Exit Examinations, Secondary School Students, College Entrance Examinations, Foreign Countries, Institutional Characteristics, Academic Achievement, Single Sex Schools, Disadvantaged Schools, Gender Differences, School Size, Incidence, Intellectual Disciplines

Geographic Terms: United Kingdom (England)

Vocational Qualifications at Key Stage 4 and Key Stage 5: Who Takes Them and How They Fit into Students' Programmes of Study. Research Report

Authors: Vidal Rodeiro, Carmen, Vitello, Sylvia, Cambridge Assessment (United Kingdom)

Source: Cambridge Assessment. 2020.

Peer Reviewed: N

Page Count: 69

Descriptors: Foreign Countries, Vocational Education, Qualifications, Secondary Education, Student Certification, Secondary School Students, Intellectual Disciplines, Student Characteristics, Gender Differences, Racial Differences, Demography, Educational Certificates

Geographic Terms: United Kingdom

Access URL: https://www.cambridgeassessment.org.uk/Images/579348-vocational-qualifications-at-key-stage-4-and-key-stage-5-who-takes-them-and-how-they-fit-into-students-programmes-of-study.pdf

The Learning Passport: Curriculum Framework (Maths, Science, Literacy). Making Progress Possible: Improving the Quality of Education for Vulnerable Children Everywhere

Authors: Oates, Tim, Johnson, Martin, Fitzsimons, Sinéad, Coleman, Victoria, Greatorex, Jackie, Cambridge Assessment (United Kingdom), United Nations Children's Fund (UNICEF), University of Cambridge (United Kingdom)

Source: Cambridge Assessment. 2020.

Peer Reviewed: N

Page Count: 154

Descriptors: Curriculum Development, Context Effect, Educational Resources, Evaluation, Relevance (Education), Culturally Relevant Education, Indigenous Knowledge, Student Needs, Success, Student Characteristics, Mathematics Instruction, Science Instruction, Literacy Education, Reading Instruction, Language Skills, Reading Skills, Mathematics Skills, Science Process Skills, Refugees, Student Mobility, Foreign Countries, At Risk Students

Access URL: https://www.cambridge.org/files/7615/8465/3386/The_Curriculum_Framework-Maths_Science_Literacy.pdf

The Learning Passport: Curriculum Framework Adaption Guidance. Making Progress Possible: Improving the Quality of Education for Vulnerable Children Everywhere

Authors: Cambridge Assessment (United Kingdom), United Nations Children's Fund (UNICEF), University of Cambridge (United Kingdom)

Source: Cambridge Assessment. 2020.

Peer Reviewed: N

Page Count: 40

Descriptors: Curriculum Development, Context Effect, Educational Resources, Evaluation, Gender Issues, Sex Fairness, Language of Instruction, Relevance (Education), Culturally Relevant Education, Indigenous Knowledge, Well Being, Inclusion, Student Needs, Success, Student Characteristics, Elementary Secondary Education, Refugees, At Risk Students

Access URL: https://www.cambridge.org/files/4415/8465/3367/The_Adaptation_Guidance.pdf

The Learning Passport: Research and Recommendations Report. Making Progress Possible: Improving the Quality of Education for Vulnerable Children Everywhere

Authors: Cambridge Assessment (United Kingdom)

Source: Cambridge Assessment. 2020.

Peer Reviewed: N

Page Count: 256

Descriptors: Educational Quality, Agency Cooperation, Access to Education, At Risk Students, Mental Health, Social Development, Emotional Development, Student Needs, Well Being, Self Control, Resilience (Psychology), Curriculum, Literacy Education, Mathematics Education, Student Evaluation, Curriculum Development, Instructional Materials, Educational Technology, Technology Uses in Education, Elementary Secondary Education, Science Instruction, Partnerships in Education, Refugees, Socioeconomic Status, Safety, Physical Health, War, Conflict, Language Usage, Special Needs Students, Gender Differences, Cultural Influences, Legislation, Teacher Competencies, Teacher Role, Teacher Education, Play, Teaching Methods, Evaluation

Access URL: https://www.cambridge.org/files/8615/8465/3596/The_Research_and_Recommendations_Report.pdf