In a world without levels where a new assessment landscape is suddenly emerging, it is hard to know where to turn. Schools up and down the country are working on a whole host of different models for in-school assessment, and without the common language of the old world, it sometimes seems hard to know how our own systems relate to the wider world.
In this new landscape of life after levels, each school is now in the process of developing its own system. However, the autonomy which has been given by the Department for Education (DfE) to schools has had the effect of creating doubt as to whether what we are doing will meet the needs of pupils, teachers, parents, school leaders and – of course – Ofsted.
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