"Is there guidance on setting whole-school targets without levels?" "How do we assess without using levels in PE?" "Can we continue to use levels?"
These are just some of many assessment-related questions school leaders have been asking researchers at The Key since level descriptors were removed from the national curriculum and schools gained the freedom to develop their own internal assessment systems.
Just over two terms into the first year of the new system, it is safe to say that the removal of levels has caused some confusion in the sector. Of 1,000 school leaders who responded to the latest State of Education survey, run by The Key and Ipsos MORI, 75.3 per cent said they have found the removal of levels difficult.
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