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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