Case Study - Supporting academic and character development

IPH Schools Surabaya is a private school offering an international education through the Cambridge curriculum. The school follows a strong Christian ethos and takes a holistic approach to education. They are committed to developing learners’ characters, promoting excellence in learning, and empowering their learners with future-ready skills.

Their Head of Research and Development, Maya Tutughamiarso, has co-authored a research paper. It explores how the use of Cambridge Insight baseline assessment data aligns with their core values.

Read the research paper

Ethical assessment interpretation

The research explores how educators can use MidYIS baseline data, now called Cambridge Secondary Insight, more thoughtfully and ethically. Ms. Tutughamiarso asks how data-based assessments can contribute to developing growth mindsets.

By viewing baseline data ‘as pedagogical reflection tools,’ schools can avoid the trap of scores and predictions defining learners. The risk of focusing on results is how labels can limit learner potential. Thinking of data as feedback instead can ‘empower teachers to design inclusive, adaptive learning experiences oriented toward academic growth and character building.’

Using a group of their 10^th grade students, the research analyses their cognitive profiles across key areas. These areas are maths, vocabulary and non-verbal reasoning.

What emerges strongly from looking at the data is that students are not just ‘one thing’ academically. Mixed profiles are common. Students often show strengths in some areas and gaps in others.

“Cognitive profiles are multidimensional and a single ability label constitutes a scientific fallacy.”

Changing perceptions around assessment data

A key argument is that reducing a student to a single score or label is misleading. The data shows clear variation within individuals, especially in an international education setting, where strong mathematical ability sits alongside weaker verbal skills.

The paper reframes the baseline assessment away from prediction and labelling and instead shows how it can help teachers:

Understand each learner holistically
Support differentiated teaching
Protect student dignity

The research calls for a shift in mindset. Baseline data should not ‘fix’ students into categories but inform responsive teaching and support growth.

Holistic assessment methods

How we use assessment matters.

Using results to assign labels, like ‘smart’ or ‘less capable’, can limit learner progress. Avoiding labelling students in education means that teachers can concentrate on developing their learners’ potential.

For learners, the benefit means they can concentrate on learning and development of their knowledge and skills. The research emphasises the importance of respecting their human dignity.

“MidYIS is not a fixed indicator of student ability but rather a spectrum of learning potential.”

Key takeaways

MidYIS gives a true starting point for every student.

Baseline assessment provides a clear picture of what students can do and where they need support before teaching begins. This is a huge benefit to teachers who can then plan accurately rather than assume ability levels.

If we do not know where learners are starting from, we cannot claim to measure progress with integrity.

Importance of enabling high-quality differentiated teaching.

Baseline data highlights individual strengths and gaps in learning, allowing teachers to:

Stretch high attainers
Support weaker areas
Design targeted interventions

This aligns with best practice to pinpoint learning needs and guide teaching decisions.

It’s not about data for data’s sake. It is about improving classroom practice.

How to support a more inclusive and dignified school culture

Using baseline data well avoids harmful labelling and recognises that students are complex learners, not categories.

When used as part of a holistic assessment for learning approach, baseline assessment data helps schools:

See potential, not limits
Make fairer decisions
Uphold student dignity

This is particularly important in an international setting, where students come from diverse educational backgrounds.

Cambridge University Press & Assessment

IPH Schools Surabaya, Indonesia

Baseline data supports academic and character development

Initial (baseline) assessments can serve as pedagogical reflection tools that empower teachers "

Ethical assessment interpretation

Changing perceptions around assessment data

The initial assessment is not an end in itself but rather a transformative instrument in educational practice"

Holistic assessment methods

Key takeaways

Want to know how Cambridge Insight data can help in your school?

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IPH Schools Surabaya, Indonesia

Baseline data supports academic and character development

Initial (baseline) assessments can serve as pedagogical reflection tools that empower teachers "

Ethical assessment interpretation

Changing perceptions around assessment data

The initial assessment is not an end in itself but rather a transformative instrument in educational practice"

Holistic assessment methods

Key takeaways

Want to know how Cambridge Insight data can help in your school?