Articles about Cambridge English Qualifications

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.

Motivation is probably the most important factor in successful language learning. Well-designed tests provide structure, encouragement and reward which boost learners’ motivation and confidence. Dr Edmund Jones and Dr Sian Morgan review the evidence that shows the positive impact of studying for Cambridge English Qualifications.