Professional development is important for professionals in all fields, especially teachers and those in the education industry. With rapid technological changes taking place across the world, it is important for educators to keep abreast of the latest educational tools, and to be able to deliver quality teaching that utilises the best modern practices in order to prepare students for a fully digital world. But using technology in the classroom is not just something that can help students – it is also a vital tool for teachers.

For teachers, it is critical to measure the progress of children under their tutelage so that they can support each child to reach their best potential. The Centre for Evaluation and Monitoring (CEM), which is part of the Cambridge University network, is a large and long-established provider of formative assessments for children of all ages. According to CEM, its methods are “research-based, evidence-driven, and market-tested [and] built on a foundation of non-commercial academic practice.” This is why CEM has become a global leader and trusted source of assessment for over 30 years. In keeping with YCIS Shanghai’s commitment to rigorous assessment and best educational practice, two experts were recently invited to the school to lead professional training sessions for teachers on using the data extracted from the CEM testing suite and to offer guidance on assessments as well as ways of evaluating impact. 

Mr Matt McGinlay, CEM Training Manager and Professor Stuart Kime, Director of Education, both from the consultancy group Evidence Based Education from the UK, delivered the sessions to educators from our Yew Chung International Schools (YCIS) and Yew Wah International Education Schools (YWIES) communities, including YCIS Shanghai teachers from the school’s Puxi and Pudong campuses. After the sessions, the pair sat down to discuss the training they carried out with the YCIS and YWIES educators, as well as the aims of the workshops.

Mr McGinlay, what are the benefits of professional development and CEM training for teachers?

How would you suggest schools use these data?

What feedback have you received from schools in Asia on the impact of CEM data?

Professor Kime, can you explain why evidence is so important?

Can you explain the importance you believe assessment has in our learning programme?

Do you have key assessment areas you believe schools should focus on?

What are the key drivers of assessment decisions?

As Professor Kime stated, “Put simply, teachers are really important in students’ learning processes, and teachers only really get better if we invest time, effort, money into those areas that are likely to improve outcomes like assessment practices and feedback.” As a standard-bearer for professional development for its educators, YCIS and YWIES schools see such professional training as more than an obligation; but, rather, an investment in its teachers and its students’ successful learning results.