Mission: At Cambridge Assessment, our purpose is to help learners demonstrate and fulfil their potential.
We are an international exams group designing and delivering assessments to over 8 million learners in over 170 countries. We are committed to ensuring that all our assessments are fair, have sound ethical underpinning, and operate according to the highest technical standards.
Established over 150 years ago, Cambridge Assessment operates and manages the University's three exam boards and carries out leading-edge academic and operational research on assessment in education. We are a not-for-profit organisation.
We own and manage OCR, Cambridge International Examinations and Cambridge English Language Assessment, and carry out leading-edge and operational research on assessment in education. We are the oldest exams group still in existence and the only one attached to a university.
We also offer:
We employ over 2,500 people; over 1,500 of whom are in our head office in Cambridge; 350 in our Midlands based offices and others based in regional offices both in the UK and internationally. As well as being highly qualified, a high proportion of our people are from the teaching profession and have the practical experience to understand the demands placed on the people delivering our qualifications.
Our mission is to provide excellence in education. We believe that educational integrity should be at the heart of all assessment and that tests and qualifications are only of value if they inform the learning process and reflect the true status of an individual's knowledge and understanding.
We are committed to ensuring all learners access the benefits of their education through a fair and accurate assessment of their skills, knowledge and understanding.
A philosophy of fairness and integrity runs through everything we do, and we are committed to the delivery of our goals through the way we work together, both in teams and as individuals.
Our values are:
The Cambridge Approach sets out the principles forming the key reference points for the design, administration and evaluation of our assessments. It is intended both to reflect the best practice in assessment that we seek to follow as an organisation and to be a practical guide for those involved in the development of new assessments.
It demonstrates international best practice and enables us to lead the assessment debate through the progressive use of the concept of validity. It provides an overarching structure for individual qualifications but is not designed to relate to every aspect. The Cambridge Approach covers the full lifecycle of an assessment and will be regularly updated with the latest developments.
Cambridge Assessment was established as the University of Cambridge Local Examinations Syndicate (UCLES) by the University of Cambridge in 1858. We were set up to administer local examinations for students who were not members of the University of Cambridge, with the aim of raising standards in education. We also inspected schools. Today, we develop and deliver examinations and tests in 170 countries.
There have been many changes to the education system over the years but the ethos that sparked the creation of our organisation still drives our work today; we continue to strive for the on-going improvement to assessment systems and methodologies used around the world to ensure learners access the benefits of their education.
We think we’re great people to work with, but then maybe we’re biased! What we are certain about though is that if you join us you’ll be surrounded by talented people with diverse backgrounds and skills, working together in a friendly and supportive way.
There is a range of learning initiatives on offer under our Group-wide ‘building a culture of learning’ strategy. It’s all about enabling excellence in learning and it aims to design and deliver the best learning and development possible in order to realise our future.
The Talent Development team offers courses, programmes, networks and resources to support learning across the Group.
We are committed to encouraging informal as well as formal learning in order to meet the range of diverse learning needs of our people. Learning opportunities are available in three key areas:
Leadership and management: Supporting staff at all levels to develop their management and leadership skills and capabilities.
Business effectiveness: Learning core skills to enhance productivity, build confidence and enable excellence.
Our context: Developing knowledge and skills relating to our context.
We offer a number of leadership development programmes. Whether you are aspiring to become a manager or have been in a senior leadership role for a number of years, they are all designed to help you develop your skills as a competent and confident leader.
Cambridge Assessment has a new home The Triangle. This new international headquarters has brought together all Cambridge Assessment’s Cambridge-based staff under one roof, who were previously in 11 different offices across the city. The site is on what was previously Cambridge University Press’s Edinburgh Building on Shaftesbury Road Cambridge, to the South-East of Cambridge city centre.
Also, did you know that we are not only based in Cambridge? We have a site in Coventry, as well as over 30 other offices around the UK and overseas. We’re continuing to invest in new facilities and infrastructure across the Group so that our people can enjoy bright and airy offices equipped with up-to-date technology.
We’re proud of our 150 years heritage and the expertise that it has given us, as well as our global reputation for quality. Our qualifications are recognised by universities, governments, ministries, educational institutions and employers around the world.
Here at Cambridge Assessment we have a ‘Just Ask’ policy when it comes to flexible working requests. As an international organisation, our teams are spread across the world, meaning that we may only ever collaborate with some colleagues in a virtual environment – it’s the norm.
Skype calls, online meetings and telephone interviews are commonplace here and it’s not unusual to work from home. Yes, we are results-oriented but it’s not about the number of hours you put in or how visible you are, it’s about outcomes.
We have a well-established culture of trust and respect, which is key to the success of our flexible workforce and the performance of our organisation as a whole.
Open to all
There are many forms of flexible working in practice at Cambridge Assessment. The most familiar being flexible start/finish times and term-time only or part-time working. Flexible working can also mean homeworking, compressed hours and job shares.
Staff at all levels, ages, genders, and with or without dependents work flexibly here - including senior directors - challenging the misconception that flexible working is for the few, not the many, or only for women with children.
We encourage anyone applying for a role at Cambridge Assessment to talk to us about how they’d like to work – we offer to match your current flexible working arrangements where this can be accommodated and commit to long-term career support as your situation and requirements change.
I worked at Cambridge Assessment full-time (More than a year)
Really interesting and dynamic work developing new qualifications and providing support for teachers. Amazing ambiance, great people to work with such an array of professionals.
No real cons other than the difficult to getting to know others from different business streams due to the location of buildings. This will be solved by a move to the new building soon.
Advice to Management
Keep up the good work.
I applied online. The process took 4 weeks. I interviewed at Cambridge Assessment (Cambridge, East of England, England) in February 2015.
Lengthy and slightly over the top. It involved a phone interview, a panel interview (when people kept dropping in and out of the interview without even saying who they were or why they were there and asking the same questions which had already been asked), a 10 minute panel presentation, a 1:1 interview with HR and an online psychometric evaluation which took 30 minutes to complete (and which I was never told the results).
There was no flexibility around interview dates or times and the people I was told would be in the room were not the people in the room on the day.
I then had to chase and chase and chase to get a response and in the end only received a system generated automatic response and zero feedback.