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Principled assessment design: Assessment without levels – Grazebrook Primary School
The Grazebrook Primary School case study showcases an innovative approach to assessment without levels, focusing on deep learning and understanding. The London-based school, having progressed from special measures to ‘outstanding’, developed a unique framework that categorises student progress as ’emerging’, ‘expected’, or ‘exceeding’. This system, informed by leading educationalists, emphasises continuous assessment over traditional testing, allowing for a more nuanced understanding of each pupil’s abilities. The approach fosters collaboration among teachers, enhances marking strategies, and actively involves parents, ultimately leading to a more informed and holistic view of student learning and progress.
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Redesigning Schooling – 8: Principled assessment design
Schools face the challenge of transitioning from the current levels of achievement to the new national curriculum. It's an opportunity to design a tailored assessment system that suits each school.
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