Five checks to see if you’ve replaced levels with levels


This is the first post in sharing the assessment system that my department has developed for ‘life without levels’.

I’ve already written about how I think for many, the systems that have been created are essentially levels rehashed in “Assessing without levels – A case of the emperor’s new clothes?”

I’ve also written about why I think that many teachers have struggled with creating new systems in “Teaching automatons? Looking at the what and why instead of the how“.

I spent a long time reading about what other people had done via blogs, Twitter, conferences and the official DfE case studies. I learnt a lot, both good and bad.

Firstly I looked at why levels were being dropped and considered how a new system may or may not avoid the previous issues. Consider these five questions to see if your ‘new’ system falls into the traps of the old…

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