Principled assessment design: Assessment without levels – Durrington High School

This case study explores Durrington High School’s innovative approach to KS3 assessment, termed ‘assessing without levels’. Emphasising a ‘growth and thresholds’ methodology, the school aligns assessment with wider pedagogical strategies, focusing on key knowledge and skills essential for KS4 success. The model fosters high standards and a growth mindset through formative feedback and periodic summative assessments. It’s characterised by its simplicity, clarity, and adaptability across subjects. This progressive approach, underpinned by educational research, marks a significant departure from traditional level-based assessment, aiming to inspire excellence in students regardless of their starting points.