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29 Jun 2021: In a competitive AHSS category, Dr Kitov's efforts to use formative assessment to deliver improved learning outcomes in the context of the problem-based Economics Tripos received a special commendation

15 Sep 2021: impact on both mental health and on academic attainment, whether disabled students are disadvantaged by the current structure of exams, and the short- and long-term changes that must be made

15 Sep 2021: Exams. Content notes are still important in exam situations - perhaps even more so, as students are likely to feel stressed and anxious already. ... In exams like these, students with post-traumatic stress disorder would benefit from:.

12 Aug 2021: The following can be considered types of assessment condition:. [Exam], closed- or open-book (at Cambridge exams are also considered a [In-class assessment. ... Exams. Exams in Cambridge can be considered both a [mode of assessment] and a type of

24 Sep 2021: There is considerable evidence in the sector that high-stakes summative exams disadvantage some students, who do not perform to their best ability. ... Diversified assessment moves away from a reliance on exam-based assessment and instead focus on

15 Sep 2021: His lectures set complex scientific material within a rich social, economic and cultural context, in a way that is accessible to students who have typically not studied any humanities since GCSE.

11 Aug 2021: Often, students in these sessions were reevaluating their work practices close to exams, meaning their new work habits had little time to take root before they were assessed.

15 Sep 2021: Report: Assessment Guidance Project (PDF). Assessments are always a source of stress for students, particularly at Cambridge where there is an emphasis on high-stakes exams at the end of every

23 Sep 2021: Both the attainment gap database and the exams results analytics database are searchable for patterns of attainment by student characteristics (gender, ethnicity, disability, school and domicile), but course and college, across

12 Aug 2021: This will necessarily focus on awarding gap data illustrated in the Exam Results Analytics dashboard alongside more local analyses of patterns of assessment design and academic performance within courses.