- Latest NewsUp-to-date articles giving you information on best practice and policy changes.
- Model PoliciesA comprehensive set of templates for each statutory school policy and document.
- Skills AuditsEvaluate your skills and knowledge, identify gaps and determine training needs.
Exams and formal assessment
Use the resources below to make formal assessment work in your school; everything from exam results analysis to assessment without levels.
-
In mixed ability classes it's all too common to teach to the middle. What can teachers realistically do to help their students get to the top marks independently?
-
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
-
How are you adapting to more knowledge-focused GCSEs and a linear curriculum? Assistant head Vanessa Burton reflects on her school’s experience and what they’re doing differently as a result
-
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
-
Getting pupils 'SATs-ready' is a huge concern of teachers and primary headteachers alike. Changes to KS2 exams haven't made that easier. Use our guide to getting kids ready
-
Exam results analysis should identify gaps in performance to help teachers, middle and senior leaders close them. This template gives you the right questions to ask of your data
-
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
-
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
-
Using standardised scores as a way to assess progress without levels? Damian Haigh outlines some common problems and how you can address them
-
Reviewing your approach to assessment after levels? In the first of a series Damian Haigh outlines the approach his school has taken for valid, meaningful assessment