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Without using levels, how can we track progress and judge the impact of interventions? Damian Haigh explains a simple process for creating a reliable and valid assessment

Assessing without levels in a small primary school presents unique challenges. Find out how Julia Stead devised a system that works and use her discussion checklist

Students are not always revision experts. This three step process shows how students should break down their revision for exams and in what order to prioritise tasks

Solutions to assessment without levels tend to either create new flightpaths or end up too granular. Damian Haigh gives a guide to creating standardised scores that can avoid both problems