Over the past four decades, technology has played a crucial role in shaping the development of adaptive baseline assessments at Cambridge CEM.
I’m sure many of us might find it difficult to remember those times in education when standardised assessments in schools were paper-based, flat tests and often reliant on teacher-marking.
By harnessing the technology to digitise our assessment content, we made it easier for schools to administer our assessments as well as improving student engagement, accessibility and scalability. This new technology also made it possible for us to reach a larger number of students across the world and enabling the collection of real-time data on student performance.
At Cambridge CEM, this ushered in a new era of interactive and dynamic assessment questions that could adapt based on the students’ responses.
