Frances Brill and Liz Twist
25 September 2013
Plans to dismantle the National Curriculum levels are integral to the latest round of educational reforms – heralding one of the most fundamental changes to England’s assessment system for many years. At the same time, greater responsibilities for schools in tracking and assessing pupil progress form another part of the proposed agenda.
This paper, published in advance of NFER’s response to the Department for Education’s consultation on primary assessment and accountability, argues that while it may not be desirable to preserve the language of ‘levelness’, the importance of a shared understanding of assessment should never be overlooked. NFER calls on professional associations, advisers and schools to support novice and expert teachers with high-quality professional development in assessment.