Our research priorities

The English Research team carries out foundational and applied research to ensure our assessment and learning offers are fit for purpose. We collect, analyse and evaluate evidence to inform current and future thinking around language assessment and learning. We publish our research findings in a range of different ways for different audiences, including academic journal articles, blog-style pieces, webinars, and conferences for researchers, teachers and other stakeholders.

Quality Language Assessment

Research into the quality of language assessment underpins everything we do. We make sure Cambridge tests are valid, reliable and fair, reflecting learners’ true English language ability so that recognising bodies such as schools, governments and employers can trust the scores. Our work includes test and task development, marking, digital delivery, malpractice, and comparison of test scores across different exams.

Recently published work in this area includes:

• Remotely Delivered Language Assessment: What Makes It Fit for Purpose? →
• Quality Standards for Remote Digital Language Testing →
• Outcomes of One-Skill Retakes in a Four-Skills Proficiency Test: Evidence From Large-Scale Test Data →
• Understanding Assessment: Choosing the Right Approach for Your Learners →

Common European Framework of Reference (CEFR)

Cambridge has played a leading role in the creation and development of the Common European Framework of Reference for Languages (CEFR), the international standard for describing language proficiency. Our research helps test users understand what English ability looks like at different levels, and how our assessments are aligned to those levels. We’ve also worked with ministries around the world to map their educational materials and assessments to the CEFR. Find out more about the CEFR.

Recently published work in this area includes:

• English Profile →
• Why the ‘global standard’ of language ability is still a key tool in your classroom →
• What’s new in the CEFR? →

Accessibility and Inclusivity

We want to ensure that language learning and assessment is as accessible and inclusive as possible. Our research explores how language assessments can accommodate diverse needs, such as access arrangements for leaners with disabilities; and can represent the wide range of people across the world who use English, such as the representation of different accents.

Recently published work in this area includes:

• Extra Time as an Access Arrangement in Digital Listening Tasks for L2 Learners with Literacy Difficulties →
• Access isn’t working for all international students – here’s what needs to change →
• Exploring the use of AI-generated voices to represent global Englishes in listening tests: Expert and test-taker perspectives →

Technology and AI

Technology, and in particular AI, is transforming the way English is learned and assessed. Cambridge is undertaking extensive research into how we can use digital technology responsibly and effectively. Our work looks at topics such as AI-based teaching practices, automated scoring, conversational AI and digital assessment delivery while also taking firm approaches in the ethical use of AI.

Recently published work in this area includes:

• Ethical AI for language learning and assessment →
• Can an AI Agent Replace Human Examiners in High-Stakes Interactive Speaking Tests? A Debate →
• ChatGPT Turns Three: Five Lessons on AI in Education →
• Evaluating the validity of a spoken dialog system-mediated role-play test for assessing second language oral communication →
• Exploring the Potential of Conversational AI for Assessing Second Language Oral Proficiency →
• Automarking in language assessment: Key considerations for best practice →

Integrated Learning and Assessment (ILA)

Our research into Integrated Learning and Assessment (ILA) explores how assessment can become a natural part of the learning process rather than an add-on at the end. By seeing assessment within learning, we can provide teachers and learners with richer information about progress and more opportunities for personalised learning.

Recently published work in this area includes:

• Getting the most from every moment of learning: The power of integrating learning and assessment →
• How teachers can use integrated learning and assessment to deliver better language lessons →

Future Constructs in Language Assessment

It’s not only technological developments that change the way we learn and assess, but the nature of communication itself develops over time. Our research explores the changing and emerging constructs (the abilities we choose to measure in assessments) in our everyday world. This includes how language users interact in real-world contexts and how assessments can better reflect the communicative demands of modern education and work. Our research takes in concepts such as interactional competence, mediation and multilingual communication.

Recently published work in this area:

• Assessing L2 Speaking: Concepts, Practices and Future Directions →
• Language in Computer-Mediated Communication →
• The Challenge of Interaction: Bridging Psycholinguistic Modelling and Interactional Competence in Language Assessment →
• Mediation: What it is and how to teach it →