Cambridge Assessment Annual Review 2017-18
AnnualReview17–18Cambridge Assessment / Group Annual Review / 01 August 2017 – 31 July 2018
Insidethis year’sAnnualReview1 2Key factsThe Groupp5p66 7 8Global growthDelivering learningSupporting educatorspp12–13pp14–15pp16–1912 13 142Informing debateTrusted partnersMaking a differencepp28–31pp 32–33pp34–37
Annual Review 20173 4 5The Corporate BoardVice-Chancellor’s introductionGroup Chief Executive’s introductionp7pp8–9pp10–119 10 11One CambridgeLeading researchDeveloping digitalpp20–21pp22–23pp24–2715 16 17Landing at TriangleOur peopleAbstract of the Financial Statementsof the Cambridge Assessment Grouppp38–39pp 40– 41p 423
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Annual Review 2017–181Key factsIn 2017–18 the Cambridge Assessment Group:Designed and delivered assessmentsto more thanGenerated revenue of 438million8 millionlearnersin over170 countriesReceived more than50millionMade80%of our salesProcessedoutside the UKEmployed over74millionvisits to our websites2,600 people40in more thanlocations aroundthe worldexamination itemsPrintedScanned408millionsidesof confidential question papers31millionsidesimagesfor on-screen marking5
2The GroupWe provide world-class qualifications, testsand digital tools and resources that givelearners the confidence to demonstrateand fulfil their potential. A departmentof the University of Cambridge, we have the longestcontinuous history of any UK exam board and are theonly one still wholly owned by a university.We operate and manage three exam boards:Cambridge Assessment International Education preparesschool students for life, helping them develop an informedcuriosity and a lasting passion for learning. Its CambridgePathway gives students a clear path for educational successfrom ages five to 19.More than 10,000 schools in 160 countries are part of theCambridge learning community and Cambridge InternationalHelpinglearners demonstrate and fulfil their potentialis a trusted partner for governments in over 30 countries.Cambridge Assessment English provides the world’sOxford Cambridge and RSAleading range of qualifications for learners and teachers ofEnglish. Its mission is to help people learn English and proveFor all learners and teachersFor UKOCRlearnersin schools,their skills to the world.(Oxford,Cambridge and RSA) isForonealloflearnersthe UK’s andof English leading exam boards, providing a wide range of generalandproviderseducationprogrammesCambridge Assessment English works in more than 130vocational qualifications to equip learners aged 14 to 19 andcountries. Over five million people every year take its exams,beyond with the knowledge and skills they need to achievewhich are recognised by over 24,000 universities, employerstheir full potential.and governments.Research, consultancy & professional developmentEach year, students achieve around one million OCRqualifications at 8,000 centres including schools, sixth formand further education colleges and training providers.6
Annual Review 2017–183The CorporateBoardGroup Chief ExecutiveExam board Chief ExecutivesSaul NasséJill DuffyOCR (Oxford, Cambridgeand RSA)Christine NuttallCambridge AssessmentEnglish (interim)Bruno LaquetGroup Director,Infrastructure ServicesTim Oates CBEGroup Director,Assessment Researchand DevelopmentMichael O’Sullivan CMGCambridge AssessmentInternational EducationCorporate Services DivisionLiz AllanGroup Director,Human ResourcesJackie RippethChief Financial Officer7
“The University has a missionto contribute to societythrough the pursuit ofeducation and learning and itwas just this sort of missionthat saw the foundingfathers of CambridgeAssessment come togetherin 1858. In the years since,it has grown into a trulyinternational organisation.”8
Annual Review 2017–184Vice-Chancellor’sintroductionDon’t we all have memories of taking exams – thebutterflies in the stomach, the hushed exam hall,the invigilator saying “you can turn over yourpapers now”? Because assessment and educationare something that are completely intertwined. Assessmentallows us to demonstrate our learning and prove ourachievement to others – and sometimes just ourselves.The University has a mission to contribute to society throughthe pursuit of education and learning and it was just thissort of mission that saw the founding fathers of CambridgeAssessment come together in 1858 to create our first schoolleaving exams. The University subsidised the cost of runningthe first year to the tune of 10 per cent, and that closepartnership continues to this day.In the years since, the University of Cambridge LocalExaminations Syndicate – as it was known then – hasgrown into a truly international organisation, designingand delivering assessments to more than eight millionlearners in more than 170 countries worldwide. It is theonly awarding body still owned by a university, but is nowmuch more than an exam board. It is a trusted partner togovernments the world over, a leading figure in curriculumdevelopment, and home to the largest research capability ofits kind in Europe. Increasingly it is exploring new horizons ineducation – whether it is harnessing the power of big data tohelp learners, or exploring digital alternatives to traditionalpaper-based exams.I am delighted to be Chair of Cambridge Assessment’sSyndicate and it is a position from which I observe first-hand its continuing success. It has been another year ofimpressive growth financially for the Group but the year hasalso seen a milestone in its move to a new purpose-builtglobal headquarters.These premises, designed by the award-winning Eric ParryArchitects and incorporating a public art project by therenowned artists Vong Phaophanit and Claire Oboussier, area new landmark visible to those approaching Cambridge fromthe south. The building is just across the road from CambridgeUniversity Press and these organisations’ physical proximityis helping foster the perfect conditions for collaboration andcloser working between the two.Both organisations are governed by the new Press andAssessment Board (PAB), which, under the direction of theUniversity’s Chief Financial Officer, Anthony Odgers, isfundamental to increasing collaboration, ensuring we make themost of opportunities to increase educational impact and valueto learners.Lastly, I must thank my immediate predecessor as chair ofCambridge Assessment’s Syndicate, the former Vice-ChancellorSir Leszek Borysiewicz. I would also like to formally welcomenew Syndicate members Dr Sue Swaffield and Professor SarahWorthington. I look forward to continuing to work with them,as well as the existing members and the PAB, in furtherance ofour educational mission.Professor Stephen ToopeVice-Chancellor of the University of Cambridgeand Chair of Cambridge Assessment’s Syndicate9
5Group Chief Executive’sintroductionPeople often say that in education the one constantis change. And this has been a year of change forCambridge Assessment – exciting, positive change.It’s a year that’s seen our Cambridge teams moveinto a new home. A year in which we’ve said goodbye to mypredecessor Simon Lebus after 15 years at the helm. Butabove all, it’s been a year when we have enjoyed six per centgrowth in revenue, and in which we have begun to embracean exciting digital future.I write this from my desk in Triangle, our new Cambridgebase. The achievement in moving more than 2,000 peoplehere, just before our big summer exam season, can’t beoverestimated. We have realised our vision of a collaborativepowerhouse, of a modern new home that will energise ourteams to deliver more for learners than ever.One of the first things I did when I was appointed GroupChief Executive was to meet teachers and learners in theUK, the USA, Singapore and Pakistan. I already knew howmuch our English exams meant to people having workedin Cambridge English for four years, but to see the impactof our OCR and Cambridge International products hasbeen wonderful. Cambridge is a byword for educationalexcellence, and Cambridge Assessment makes that a realityfor millions of students around the world.We’re working hard to make sure that we live up to thewidest sense of what Cambridge means to our learners.You’ll read in the following pages how fundamentalcollaboration is to us – collaboration with CambridgeUniversity Press, the faculties and the wider University.10As Stephen Toope, our Vice-Chancellor, writes on the previouspage, we are now in a new era of alignment, governed by anew Press and Assessment Board which is really enabling usto drive educational impact and value to learners.Just a word about our future journey too. In my first weekI, together with the Corporate Board, kicked off a process toreview our global strategy. We want to make sure that, nomatter how the world changes, we continue to innovate anddeliver for learners. Whether it’s a five-year-old in Americastarting out on the Cambridge Pathway, the Ivy Leaguebound Indian teenager studying for IELTS or the UK collegestudent taking a Cambridge Technical, we want to createan experience that feels relevant in the modern world. Anexperience that stimulates a lifelong learning relationshipwith Cambridge.All our customers, stakeholders and learners have a key roleto play in our organisation, so do drop me a line. Tell me whatyou like about Cambridge Assessment, what you don’t like,what we could do better, what we’re doing well. It would begreat to hear from you.And let me finish by saying thank you to all our customers,stakeholders and learners. Thank you for choosing us, thankyou for putting your trust in us. I hope our qualifications andlearning tools have given you the confidence to demonstrateand fulfil your or your learners’ potential. Best wishes foranother great year of learning.Saul NasséGroup Chief Executive, Cambridge Assessment
Annual Review 2017–18“Cambridge is a byword foreducational excellence, andCambridge Assessment makesthat a reality for millions ofstudents around the world.”11
6Global growthIt has been a very successful year, one of continued stronggrowth internationally. In the year covered by this report– August 2017 to July 2018 – we have generated revenueof 438m, up by six per cent on last year.That growth has been driven in particular by increasingdemand for IELTS (International English LanguageTesting System), the high-stakes English test for study,migration or work that is jointly owned by CambridgeAssessment English, the British Council and IDP: IELTSAustralia. More than three million tests were taken in thepast year, with demand growing particularly strongly inIndia and Canada.It was also a successful year for Cambridge EnglishQualifications, with increasing entries across the worldfor the full range of English language exams from A2 Keyto C2 Proficiency, as well as Pre A1 Starters, A1 Moversand A2 Flyers, a series of fun and engaging activity-basedEnglish language exams.During the year, the Nursing and Midwifery Council andthe General Medical Council, which regulate medicalprofessionals in the UK, announced along with theircounterparts in Ireland, that they would recognisethe Occupational English Test (OET). Run jointly byCambridge English and Australia’s Box Hill Institute, OETis designed specifically for healthcare professionals andwas already recognised by authorities in Australia, Dubai,New Zealand and Singapore. It is available every month inmore than 100 locations in 40 countries around the world.12“Growth has been driven inparticular by increasing demandfor IELTS, the high-stakes Englishtest for study, migration or work.”Welcoming the announcement, OET Chief Executive OfficerSujata Stead said: “What sets OET apart from other tests isthat it is designed for healthcare.”A study published in April 2018 highlighted the continuingimportance of Cambridge English’s CELTA (Certificate inEnglish Language Teaching to Adults). The analysis of 600English language teaching job advertisements in more than60 countries showed that CELTA is requested by nearly72 per cent of employers in Europe, the Middle East and Africa.Indeed, recognition of qualifications and tests from CambridgeEnglish as a whole continues to increase, with more than 1,100new organisations signing up in 2017–18, including big namessuch as HSBC, Airbus, Renault, Calvin Klein and Schweppes.Higher education institutions joining the list included HarvardCollege and Wellesley College in the USA, the University ofOttawa in Canada and France’s École Polytechnique – the latterbecoming the 8,000th institution to recognise the leadingEnglish qualification C1 Advanced. In all, Cambridge EnglishQualifications are now recognised by over 24,000 universities,employers and governments.
Annual Review 2017–18Sturti/Getty ImagesCambridge Assessment International Education alsogrew strongly, with total entries up by eight per centinternationally on June 2017. Globally, over half a millionstudents took Cambridge IGCSE, O Level and InternationalAS & A Level exams this year and will now be planning theirnext steps into further education or the world of work. Therehas also been a six per cent growth in the number of schoolsinternationally which offer Cambridge programmes.Both our international exam boards rebranded in September2017, Cambridge International Examinations changingto Cambridge Assessment International Education (orCambridge International for short) and Cambridge EnglishLanguage Assessment changing to Cambridge AssessmentEnglish (or Cambridge English for short). For CambridgeInternational, the name change reflects its broader educationremit beyond exams. The exam board is not just a trustedprovider of qualifications but a partner for schools andgovernments as they improve education and learning.Cambridge International also chose a new name – CambridgePathway – to represent its offer from the beginning ofprimary school at age five through to the end of secondaryeducation at 18 or 19. The Cambridge Pathway gives schoolsa flexible curriculum with clear progression at each stage.For Cambridge English, its new brand is rooted in its purpose:to help people learn English and prove their skills to theworld. It also reflects how Cambridge English is part ofCambridge Assessment, and able to benefit from its160 years of expertise as well as its status as a departmentof the University of Cambridge.A major driver for the rebrand for Cambridge English wasmaking its wide and varied portfolio of products clear, soit has also started the process of simplifying the way itpresents its exams. To make the progression from one examto another easier to understand, it introduced the CommonEuropean Framework of Reference (CEFR) level attached toeach exam’s name, with for example, Cambridge English:First (FCE) now known as B2 First.Also rebranding was our AdmissionsTesting Service, which is now calledCambridge Assessment AdmissionsTesting, and so too was CambridgeMichigan Language Assessment(CaMLA), a joint venture between theUniversity of Michigan and CambridgeEnglish. CaMLA is now known asMichigan Language Assessment, aname which has been developed tobetter reflect its 65-year history as aleading developer of American Englishlanguage tests.13
7Delivering learningIt was another busy year for our UK exam board OCRin which it marked nearly one million GCSE exampapers and nearly 600,000 AS and A Levels in summer2018 alone.New, reformed GCSEs in a further 16 subjects, introducedinto classrooms in autumn 2016, were examined for thefirst time in summer 2018. The previous summer sawresults for the first GCSEs in English Language, EnglishLiterature and Mathematics move from the old A*–Ggrades to the new 9–1 grading system. This summer,they were joined by subjects including Computer Science,Chemistry, Physics, Geography and History as well as a newdouble award Combined Science GCSE.It has been a particularly good year for OCR’s Cambridge Nationalsqualifications. Full-time vocational qualifications that are equivalentin size to GCSEs, Cambridge Nationals are available in a rangeof subjects and provide an excellent start for vocational study,enabling progression to further study or apprenticeships. All OCR’sCambridge Nationals submitted to England’s Department forEducation have been included in 2020 performance tables. In total,more than 77,000 students were entered for Cambridge Nationalsin 2018, 300 per cent up on last year.Two students fromUniversity TechnicalCollege Sheffield who tookup places at the Universityof Cambridge usingCambridge Technicals inEngineering qualifications.14
Sturti/Getty ImagesAnnual Review 2017–18“Research accumulated over10 years highlighted ourBioMedical Admissions Test’sability to predict exam resultsand future performance andimportantly showed that it cansupport the goal of wideningaccess to medicine.”Demand for Cambridge Technicals, OCR’s vocationalalternative to A Level, has grown too. These qualifications,aimed at students aged 16 and over, are designed with theworkplace in mind. Over 23,000 students achieved a Level 3Cambridge Technical this year, up 12 per cent on 2017.We already know that students who take CambridgeTechnicals are successful at progressing to apprenticeships oremployment, but research we published in March 2018 showedthat the qualification is also useful for getting into university.The research tracked approximately 7,500 students andfound that over 95 per cent received at least one offer fromhigher education (HE) institutions and over 86 per cent wereaccepted onto an HE course. One example is two studentsfrom University Technical College Sheffield who took up placesto study Engineering at the University of Cambridge withCambridge Technicals in Engineering qualifications, alongsideA Levels in Maths, Further Maths and Physics.Meanwhile OCR’s Functional Skills range continues toprove popular, with reformed versions of the qualificationscurrently on track for first teaching in September 2019. OCRhas been at the forefront of this reform work and, followingresearch on ‘real-life’ assessments, aims to make its newqualifications available to schools and colleges for planningfrom spring 2019.OCR is also engaging closely with new T Levels in the UK,sharing its historical expertise in this area of vocationaleducation. OCR has set out some principles for success,including the need for clarity of purpose, setting the barhigh, focusing on quality not quantity and keeping thingsunder review.Cambridge Global Perspectives, a unique and innovative skillsbased programme, is Cambridge International’s fastest growingsubject at Cambridge IGCSE and Cambridge International ALevel, and this year saw it introduced at Cambridge Primaryand Lower Secondary. Underpinned by educational researchwith the University of Cambridge Faculty of Education, theprogrammes were successfully piloted by more than 40 schoolsaround the world for two years prior to launch. This newdevelopment means Cambridge Global Perspectives is nowavailable at every stage of the Cambridge Pathway.Cambridge Assessment Admissions Testing also enjoyed agood year. Educational institutions, professional organisationsand governments around the world rely on its tests andexpertise in assessment, while its network of centres in over150 countries allows applicants to take the test wherever theyare in the world.In September 2017 Cambridge Assessment AdmissionsTesting published research into its BioMedical AdmissionsTest (BMAT). The findings, accumulated over 10 years,highlighted the leading university admission test’s abilityto predict on-course exam results as well as future courseperformance and importantly showed that it can help supportthe goal of widening access to medicine.15
8Supporting educatorsPictured below:Michael O’Sullivan, ChiefExecutive, CambridgeInternational at aCambridge Internationalconference in Pakistan.Cambridge Assessment International Education isproviding Cambridge schools with ever-increasingsupport, not just in the form of widely
global headquarters. These premises, designed by the award-winning Eric Parry Architects and incorporating a public art project by the renowned artists Vong Phaophanit and Claire Oboussier, are a new landmark visible to those approaching Cambridge from the south. The building is just across the road from Cambridge University Press and these organisations’ physical proximity is helping foster .
Cambridge Primary Checkpoint Cambridge Secondary 1 (11–14 years*) Cambridge Secondary 1 Cambridge Checkpoint Cambridge Secondary 2 (14–16 years*) Cambridge IGCSE Cambridge Advanced (16–19 years*) Cambridge International AS and A Cambridge Pre-
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Cambridge University Press 978-1-107-63581-4 – Cambridge Global English Stage 6 Jane Boylan Kathryn Harper Frontmatter More information Cambridge Global English Cambridge Global English . Cambridge Global English Cambridge Global English
Cambridge International GCE Advanced Subsidiary and Advanced level (AS and A level) 47 Cambridge International General Certificate of Secondary Education (Cambridge IGCSE)/Cambridge International Certificate of Education (Cambridge ICE)/Cambridge GCE Ordinary level (Cambridge O level) 47 Cambridge International Diploma in Business 48 European Baccalaureate (EB) 65 International Baccalaureate .
Cambridge International Advanced Level (A Level) Cambridge International Project (CIPQ) Cambridge International Certificate of Education (ICE Diploma) Cambridge Advanced International Certificate of Education (AICE Diploma) Cambridge Checkpoint and Cambridge Primary Checkpoint qualifications are part of the May 2020 series.
The Cambridge Companion to Bede. Cambridge Companions to Literature. Cambridge: Cambridge University Press, 2010. Evans, G.R. The Language and Logic of the Middle Ages: The Earlier Middle Ages. Cambridge: Cambridge University Press, 1984. ———. The Language and Logic of the Middle Ages: The Road to Reformation. Cambridge: Cambridge .
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