Cambridge International’s vision of education

in the future and its role in supporting schools

Cambridge Schools Conference
Sri Lanka November 2018
Dr Tristian Stobie
Director Education
 Presentation Content

1. The challenge

2. The characteristics of excellent, highly effective schools

3. Cambridge’s strategy to support schools

 Product developments. What is new?

4. The future of assessment

 Product developments. What is new?

5. Questions and discussion

 The Challenge: Education fit for the future

Schools are complex social organisations, an intricate web of interdependent parts,

and they are becoming more complex…

Impacts of Changing nature

globalisation… of the workplace
interconnected Uncertainty New skills
world needed to
succeed

Research in Education
cognitive science,
neuro-science, fit for the
genetics about future Today’s
how we learn. students are
different

Continued or even Increased

increased pressure accountability…
for the ‘best drive to improve
results’ performance
 What is an excellent, highly effective school?

Excellent, highly effective schools are schools that:

 Successfully progresses the learning of all of their students, regardless of
background, beyond their normal expected developmental rate of growth
 Prepare students to get on in life not just to get into University
 Measure impact. Ensure the educational experience students actually receive,
including the impact of the school curriculum, teaching approaches, the co-
curriculum and the learning environment, closely aligns to the school’s vision and
educational aims.
 Excellent schools have:
1. A broad and balanced curriculum

 Develop Powerful Understandings

 Language development is prioritised [both the mother tongue / best language of
the student and the language of instruction in the school] All teachers are language
teachers.
 Less can be more [the curriculum is not overcrowded with content so that depth is
emphasised].
 Engaging and challenging content.
 The development of learner attributes [Cambridge’s and those the school
identifies]
 Consistent [stages build logically on the previous stage based on a learning spiral]
 Excellent schools have: 1. A broad and balanced curriculum
Qualifications are only one part of the Curriculum

School mission and Hidden and School Student

vision Informal culture leadership
Curriculum
community work
sport
Interstitial learning
competitions
music
Cambridge learner attributes
Duke of Edinburgh’s award
 1. A broad and balanced curriculum :
Interdisciplinary understanding that is based on disciplinary understanding

Example: Cambridge Global Perspectives aims to

develop learners who are:
 “independent and empowered to take their place in
an ever-changing, information-heavy, interconnected
world”
 “enquire into and reflect on issues independently and
in collaboration with others from a variety of different
cultures, communities and countries”
 “can support judgements with lines of reasoning”
 “can communicate sensitively with people from a
variety of backgrounds”
 “work independently as well as part of a team,
directing much of their own learning with the teacher
as facilitator”
 Excellent schools have:
2. A learning rather a performance orientation [Chris Watkins]

 Goal orientation: learning goals are primary

 Learning becomes an object of learning
 Locus of control: sense of student being in control of their learning. Learning how
to learn
 Self-esteem and self-efficacy
 Self-regulation (take responsibility for own learning)
 High expectations of all learners
 Valuing broader educational experiences that are not assessed through
examinations
 Excellent schools:
3. Make thinking and learning Visible. Formative assessment as a cycle

Compare outputs with

objectives; identify gaps
Interpret
evidence
Feedback

BETTER
NEXT STEPS
Elicit evidence
of learning
Set new
actions

Define learning goals Learning Progress

 3. [continued]: Most assessment should be about making learning and thinking visible
to help guide future learning
Through assessment for learning, the learner:
1. comes to hold a concept of performance similar to
Students
that held by need to Understand and apply assessment for different purposes
the teacher
 i.e. develops the notion of a standard
2. monitors the quality of his/her own performance
 i.e. can compare own performance with the
standard
3. sees how the quality of performance can be
improved
 i.e. engages in the action that closes the gap
between own performance and the standard
[adapted from Professor David Hargreaves]
 Excellent schools:
4. Have a culture of continuous improvement

 Professional Development Make neural Try out 'new'

'connections' learning
 Measuring impact LEARN APPLY

 Evaluation
 Marginal gains

Concrete
Reflect or think
experience
REVIEW
DO
How we support schools
 Cambridge’s strategy to support schools

Cambridge will provide:

 flexibility and choice to schools
 School support and a learning community
 An aligned instructional system
 clear, thoughtful and useful standards
 valid, reliable and fair assessments that prepare students for the next stage
 as far as humanly possible, right grade first time and on time
 inspiring and relevant professional development opportunities
 School improvement support
 Research in support of practice
 flexibility and choice for schools

Cambridge Pathway:
Primary and lower secondary
[English / English as a second
language, Maths, Science, GP,
ICT starters]

70+ IGCSE subjects

40 O level subjects

55 A level subjects
24 Pre U subjects
 Support guides and other resources

See the implementing the curriculum with Cambridge guide [2nd Edition], developing
your school with Cambridge and the developing the learner attributes and other
resources:
http://www.cambridgeinternational.org/support-and-training-for-schools/teaching-
cambridge-at-your-school/
http://www.cambridgeinternational.org/teaching-and-learning/school-leader-teacher-
standards/
 Orientation for schools new to Cambridge

Orientation is an induction package for newly registered schools.

The package includes:
 A PowerPoint presentation
 An information pack (PDF)
 A new area on the website
 Follow up support
 The school support hub

A secure, online site for Cambridge Upper Secondary and Cambridge

Advanced available to all registered schools.
 Each user has own individual account linked to a unique email address.
 Teachers can use the site to access resources including:
 Online discussion forums
 Schemes of work
 Specimen papers & past papers
 Syllabuses
 Teacher guides.

In each school, there should be two types of School Support Hub user:
 School support coordinator (one account per school).
 Teacher (one account per teacher)
 Cambridge offers an aligned instructional system

See also: National Center on Education and the Economy [NCEE]. Coherence:
Marc Tucker http://www.ncee.org/
maximizes
Curriculum learners’
The content of the progress
curriculum, the
pedagogical approach
and the assessment
approach must be aligned Pedagogy Assessment

in order to maximize
learner achievement
Roach, A. T., Niebling, B. C., & Kurz, A
Evaluating the alignment among curriculum, instruction and assessments: Implications
and applications for research and practice.
 Consistent curriculum and assessment standards

Benchmark to clear standards that are the same over time and wherever in the world
students complete Cambridge programmes

Fitness for purpose

Assessment
Formative and
summative

Promoting good The Learner

Offering choice within
practice in
a flexible, relevant
teaching and
curriculum framework
learning

Teaching Curriculum
 Cambridge curriculum-based standards

Content standard
 What has to be learned (i.e. the curriculum/syllabus)?
Presentation title
- does not include concept of demand or difficulty
over 2 lines
Demand standard Space for subtitle 20pt
 How demanding are the questions/tasks (in terms of the skills and knowledge that are
required)? Presenter’s Name
Job Title
- does not include concept of the level of performance required
Date
Marking standard
 How are responses rewarded?
Awarding standard
 What quality of performance is required (e.g. for a grade/pass)?
Attainment standard
 Preparedness for further progression to study/employment
 Valid, reliable and fair assessments
examination series

How our processes and procedures ensure the robust delivery of each:

Two key Documents

1. The Cambridge Approach to Assessment:
http://insite.ucles.org.uk/our-group/about-our-group/purpose-and-values/cambridge-
approach/Documents/cambridge-approach-to-assessment.pdf

2. The Code of Practice:

http://www.cambridgeinternational.org/images/416992-code-of-practice.pdf
Ensure the robust delivery of each examination series.

Getting it right matters

Presentation title
over 2 lines
Space for subtitle 20pt

Presenter’s Name
Job Title
Date
 Non-assessment related Cambridge standards

 Registration Standards for schools

 Teacher and School leader standards:
http://www.cambridgeinternational.org/teaching-and-learning/school-leader-teacher-
standards/
 Expand our global training offerings with quality

1. Running about 1000 training events each year

2. Training architecture:
 Introductory, Extension and enrichment
3. We are developing in country training capacity
by selecting and training trainers based in
different countries
4. Introduced quality assurance standards and
processes into the training of trainers
5. New online tutor led introductory and
extension training.
 Professional Development Qualifications

New: Teacher Award

Certificate and Diploma Levels in educational leadership, teaching and learning, teaching bi-lingual learners
and teaching with digital technologies
 School Improvement services: School Self-Evaluation

What are our standards for school self-evaluation?

 Describe what an effective school looks like
 Tailored to the needs of Cambridge schools
 Grouped into five domains:
1. The school’s mission and educational aims
2. School management and leadership
3. Quality of teaching and learning
4. Resources for learning
5. School community engagement.
 School Self-Evaluation

Based on these standards, three surveys have been designed to gather feedback from:
 parents/carers
 teachers
 students

After the online surveys are completed, school receives a report which shows their
performance overall and in each area, based on responses from parents, students and
teachers.

This helps them to:

 highlight and celebrate strengths
 identify challenges and areas for improvement
 establish priorities for future development.
 School Self-Evaluation

Examples of charts included in

the Self-Evaluation report,
showing school performance
based on feedback.
 School Improvement services: School Consultancy

We also have a team of consultants that can help schools with specific areas of their
school improvement process, including:
 School improvement planning
 Improving the quality of teaching and learning
 Teacher appraisal and development
 Student assessment and tracking
 Resourcing the school
 Engaging the school community.

cambridgeinternational.org/school-improvement
 Curriculum product developments

Finding out about ‘What’s new’

We provide advance notice of changes to syllabuses a
year before first teaching.
 Visit the ‘What’s new’ pages on our public website.
 Download our Syllabus Changes guide for full
details of updated syllabuses.
 Sign up for e-Updates to keep up to date with
changes to syllabuses.
 www.cambridgeinternational.org/new
 Support for updated syllabuses

 Schemes of Endorsed Example

work resources candidate
 Teacher responses
Resource lists
guides Specimen paper
Coursework/ answers
speaking test
support Learner guides
Discussion forums
Resource Plus

Face-to-face or Exams officers webpage Principal examiner

online syllabus- reports for teachers
specific training Cambridge Handbook (PERTs)
 Updated Cambridge International AS & A Levels

We worked with teachers, subject expert panels and universities around the world to
update these Cambridge International AS & A Level syllabuses for assessment in 2021,
2022 and 2023:
 Computer Science 9618
 English Literature 9695
 English Language and Literature 8695
 English Language 9093
 History 9489
 Islamic Studies 9488
 Media Studies 9607
 Sociology 9699
 Hinduism 9487 (October 2018)
 Cambridge IPQ NEW

A stand-alone, project-based qualification, students can

take Cambridge IPQ in addition to Cambridge International
AS & A Levels:
 Typically for students aged 16 to 19 years.
 5000 word research project.
 Students choose topic - to complement Cambridge
International AS or A Levels, or a subject they are
passionate about.

Helps students increase value of university application:

 show in-depth interest in course they are applying for.
 demonstrate ‘college readiness’ (independent learning,
research and ‘dissertation style’ report skills)
 Resource Plus

 Additional teaching and learning resources

created by subject experts.
 Help teachers deliver challenging topics and skills
in some of our most popular syllabuses.
 Available through our Online Learning area.

Resource Plus materials are slightly different for each

syllabus, but all include:
 Ready-made lesson plans and activities
 Teaching materials
 Activities for learners
 Video content and multimedia
 Worksheets
 Schemes of work
 What’s available in resource plus?

Cambridge IGCSE
 IGCSE Literature in English 0475
 IGCSE Mathematics 0580
 IGCSE Biology 0610
 IGCSE Chemistry 0620
 IGCSE Physics 0625
Cambridge International AS&A Level
 Biology 9700
 Chemistry 9701
 Physics 9702
For 2019 we are also working on Resource Plus for IGCSE English Language,
IGCSE Business Studies and A/AS Level Maths.
 Introducing the Cambridge Upper Secondary Science
NEW
Competition

A competition for Cambridge Upper

Secondary learners (typically 14 to 16 years)
 Students choose a team and a topic for their
project.
 Produce a portfolio of work.
 Completed over 20-25 hours.
 Present portfolio to teacher and peers.
 Who marks the projects? NEW

 Teachers assess projects using mark scheme provided.

 Marks awarded for investigation, collaboration & communication.
 Teams awarded a Participation, Bronze, Silver or Gold certificate.
 Schools produce these certificates using the templates provided.
 Gold projects submitted to Cambridge International.
 What support is available? NEW

Once students are entered for the competition, schools

can find supporting documents on the School Support
Hub:
 Teacher guide
 Learner guide
 Example projects
 Mark submission forms
 Certificate templates.
Next steps:
 To apply, complete the application form at
www.cambridgeinternational.org/science-competition
 Next entry deadline: 31 January 2019
The Future of Assessment
 Facts and figures

In August 2018,

Cambridge International issued about 1.2 million certificates.

To generate each grade, over 2 million candidate scripts were processed, more than 3
million components (question papers) were marked, which involved about 8000 trained
examiners.

A majority (over 75%) of candidate scripts were marked using an on-screen interface.
 Are examinations evil and outdated?

“Existing models of assessment typically fail to measure the skills, knowledge,

attitudes and characteristics of self directed and collaborative learning that
are increasingly important for our global economy and fast changing world.”
Darling-Hammond L [2000]. Education Policy Analysis Archives . 8 [1]
Where do you think this Cambridge exams is being administered?
 Fair, reliable and valid assessments
Why Cambridge insists on high standards of security:

India students caught 'cheating' in exams in Bihar

Source: http://www.bbc.co.uk/news/world-asia-india-31960557
 Different forms of summative assessment

 Written exams:
 Multiple choice
 Short answer questions
 Extended response question
 Oral exams
 Coursework
 Practical work

Assessment is criterion referenced and synoptic

 The future is digital

 Technology is set to transform

education, including educational
assessment.
 It is possible to imagine a future in
which examinations and tests are
100% digital.
 Ours will be a gradual evolution led
good practice rather than what is
technologically possible.
What is e-assessment?
On-screen marking
 Future of Assessment Strategy

Aim: to extend the purposes we support with our assessments with new product types

Current and future provision

 Test Maker COMING SOON!

 New digital service for Cambridge teachers

 Create high-quality, customised practice papers using Cambridge questions
 Choose from 500 questions for each syllabus – sort questions by topic,
number of marks and level of difficulty
 The first release of Test Maker will include these Cambridge IGCSE
syllabuses:
 Biology
 Chemistry
 Mathematics
 Additional mathematics
 Physics
Coming in 2019: Advanced Level Sciences & Mathematics
 Test Maker

Features
 Up to 500 Cambridge questions per syllabus
 Questions are indexed into topics and subtopics tagged to unique Cambridge
taxonomies.
 Dynamic content with more questions to be added after every exam series
Functionality
 Easy to drill down through topics and subtopics to find questions.
 Simple, one-click test construction.
 Mobile enhanced design means it works on any device.
 Ability to save tests.
 Easily display a question on-screen.
Preview question
Preview mark scheme
Add questions and make your test
 NEW On-screen Progression Tests

 On-screen tests in English, mathematics and science.

 Alternative choice to paper-based
 The on-screen versions:

 save time
 simplify marking
 require less administration
 link to a unique analysis tool
 align with curriculum frameworks

 Play video
Lower Secondary Progression Tests - Reporting
 On-screen Progression Tests

Available now
English, English, Mathematics and Science
Stages 7, 8, and 9

Coming soon: new IGCSE progression tests [Sciences from September 2019]

Administration
Available through the Cambridge Lower Secondary support site
Each token covers all the papers in a particular test
One token per test per learner
Tokens remain in a bank, no expiry date

Pricing
£3.25 (GBP), €4.50 (EUR) or $5.00 (USD) per token.
Visit Cambridge lower secondary support site for more information
 Our research priorities

• Validating our curriculum frameworks, syllabuses, qualifications and

assessments
• Informing best practice
• Maintaining standards
• Comparability of standards
• Investigating impact
• Ensuring fair measurement and reporting reliability
See:
http://www.cambridgeassessment.org.uk/our-research/
 Any Questions?
Discussion

https://help.cambridgeinternational.org