Articles about Assessment

Issue 78 of Cambridge English Research Notes discusses the role of plurilingualism in language assessment.

The fundamental concept to keep in mind when creating any assessment is validity. Validity refers to whether a test measures what it aims to measure.

As part of our series of Research Notes relevant for teachers preparing learners for Cambridge exams, we look at recent revisions to Key and Preliminary Listening.

A look at recent revisions to Key and Preliminary Writing. Part of our series of Research Notes relevant for teachers preparing learners for Cambridge exams.

Debbie Howden and Angela Wright tell us about the market research 'health checks' employed to gather feedback on A2 Key, A2 Key for Schools, B1 Preliminary, and B1 Preliminary for Schools.

Lanes, Love, Kalman, Brenchley and Pickles describe the process of updating the wordlist for A2 Key and B1 Preliminary exams and their schools variants.

Kathryn Davies and Nick Glasson from our Assessment department report on how a periodic ‘health check’ prompted changes to A2 Key and B1 Preliminary.

Marianne Pickles, Tony Clark and Mark Elliott from our Assessment, Research and Thought Leadership, and Validation and Data Services departments, report on how one of our regular exam 'health checks' led to the revision of two of our exams.

Good communication skills are essential to patient safety, wellbeing and the overall efficiency of busy healthcare organisations. Earlier this year Cambridge Boxhill Language Assessment commissioned research into the challenges of communicating clearly to patients with healthcare accreditation body Joint Commission International.

There is a big difference between the Cambridge English Qualifications – which focus on a particular level of language ability – and multi-level tests. Dr Evelina Galaczi explains why the Cambridge English approach to level-based testing supports more effective language learning.