The recipe for effective assessment

In the uncertain world of assessment without levels, it is paramount that schools opt for solutions founded on experience and research. Dorothy Lepkowska looks at how NFER puts together its pupil assessments

Ask any teacher what the chief challenges are in their working life these days and they will probably mention work/life balance, the impact of curriculum reforms and the lingering fear of Ofsted.

But among the major concerns remains the brave new world of assessment without levels. Some headteachers have claimed that the final report of the government’s Commission into Assessment Without Levels, published last autumn and focusing on the future of assessment in primary schools, has proffered little in the form of clarification about what should happen next. Schools say they remain unclear on what needs to be tracked, and how.

What is evident from the exercise, however, is that there is to be no replacement for levels, nor was the government’s Commission willing to recommend any one system of assessment over another.

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