Cambridge Professional Development Qualifications

Permanent URI for this collection

https://hdl.handle.net/20.500.14069/578

Cambridge Professional Development Qualifications (Cambridge PDQs) are based on the principles of learning, practice and reflection and cover 4 themes:

  • Teaching and learning
  • Teaching bilingual learners
  • Teaching with digital technologies
  • Educational leadership

Cambridge PDQs are offered through a network of quality-assured Cambridge Professional Development Centres and are designed to transform professional learning for teachers and leaders, as well as their schools.

Read more about Cambridge PDQs here.

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    Assessment for Thinking: Fostering Critical Thinking through Formative Assessment
    (2025) Banerjee, Sreemoyee
    Context: This study investigates the potential of formative assessments (FA) to develop 21st- century critical thinking skills in learners. Conducted at an urban school in India, the research focused on Grade 12 students transitioning from a national to an international curriculum. The context highlighted a pedagogical shift required for fostering learner attributes like autonomy, reflective thinking, and intellectual courage, often constrained by traditional teaching methods and assessment practices. Aims: The inquiry aimed to explore how FA, viewed as "Assessment for Learning," could promote critical thinking by embedding it in teaching and feedback practices. The research sought to challenge prevailing perceptions of FA as merely evaluative and instead position it as an integral process to cultivate autonomy and higher-order thinking skills among students. Methods: The research employed a structured lesson using the RSQC2 model (Recall, Summarise, Question, Connect, Comment) to engage learners critically with a poem by Maya Angelou. Data collection included qualitative analysis of student work samples, a feedback form, focus group discussions, and observations. Intellectual traits and reasoning elements from the Paul-Elder framework were used as indicators of critical thinking, alongside student self- assessments and peer feedback. Findings: FA embedded within the lesson effectively fostered intellectual traits such as autonomy and humility, with structured and unstructured feedback cycles enhancing metacognitive awareness. Variations in critical thinking skills were noted across ability levels, and while tasks like framing questions and peer evaluations supported deep learning, some students required more scaffolding. The study revealed that task design and expectations significantly influenced learner engagement and critical thinking development. Implications: The findings suggest that integrating FA as part of classroom practice can nurture critical thinking skills by shifting focus from product-oriented assessments to process-level feedback. Educators may benefit from creating more opportunities for short-cycle feedback and fostering collaborative and reflective learning environments. Insights from this study emphasize the importance of aligning task design with intellectual traits to promote learner autonomy and self-directed inquiry.
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    Benefits of Differentiation in a Science Lesson for Young Learners in Primary School
    (2024) Morais, Charlene Elsie
    Background and Purpose: This study addresses the challenge of engaging diverse learners in primary education settings, focusing on a class of 20 learners aged 8-10 at an international school in Malaysia. These learners came from varied backgrounds, including those with learning disabilities, different levels of English proficiency, and varying prior knowledge in science. Aims: The aim was to explore the impact of a range of differentiation strategies on student engagement in a science lesson about gravity, considering the diverse needs of the learners. Design and Methods: The research utilized the Tomlinson model for differentiation, covering content, product, process, and environment. Techniques included differentiated instruction, mixed-ability grouping, and tailored activities. Data collected included lesson observations, a reflective journal, and feedback from a mentor and the learners themselves. Findings: Differentiation significantly enhanced engagement and inclusivity, allowing learners of all abilities to achieve the lesson's objectives. Feedback indicated that establishing pre-defined roles in group activities, and providing differentiated tasks and instructions contribute to improved learners' understanding and participation. Implications for Practice: The study suggests that differentiation, when effectively implemented, can cater to the diverse needs of learners, fostering an inclusive and engaging learning environment. This approach could be extended across various subjects and educational contexts to enhance learner engagement and achievement, and could be extended through the use of learning technologies. Peer observation also has the potential to support continuing reflection on practice.