NAHT research activity is co-ordinated within the policy and research directorate in Haywards Heath. In recent years there has been an increasing level of co-operation between the association and a range of research organisations in both the UK and abroad.
Currently, the association is working closely with Cambridge Assessment (CA) on aspects of school accountability, arrangements for assessment, monitoring and inspection and leadership development.
The validity of their assessment research stems from an evidence-based and research-led approach to all developments. Research is at the heart of everything Cambridge Assessment do. They have the largest research capability of its kind in Europe, with 80 researchers across the Group. Their researchers conduct and publish authoritative research in order to validate, improve and develop CA assessments and services, and to influence thinking and policy on educational assessment nationally and internationally. A published rolling programme allows flexibility and reactive research capacity. From time to time they also undertake externally funded research, where projects of interest to CA are identified.
As one of the oldest major exam groups still in existence in the UK, CA’s archives provide a unique history of assessment through a complex web of primary source material stretching back to the mid nineteenth century. For more information, follow:
In the autumn 2013 the association committed to working within an international research project aimed at exploring the issue of trust and verification within school accountability(ies). The focus for this research requires NAHT to circulate a comprehensive questionnaire amongst membership in England – working in parallel with similar school leadership organisations in six countries in Europe, north America and Asia. A brief abstract is as follows:
"There appears to be a correlation between levels of trust within nations and school jurisdictions (local authority) and student achievement. Similarly within schools, levels of trust between and among leaders and teachers have a positive bearing on student achievement. Simply stated, high trust jurisdictions (authorities) and schools have higher student achievement than lower trust jurisdictions (authorities) and schools. At the same time, some schools do well in spite of a negative trust context. This questionnaire, therefore, surveys school leaders’ views on the importance of trust in doing their jobs, as well as inquiring into their perceptions of the trust culture in their working environments. From this information we intend to determine what aspects of trust make a difference to the efficacy of leaders and teachers and to student achievement in both positive and negative trust environments…"
Professor Dean Fink PHD