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.

Moving from grade 8 to 9: what can teachers do?
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?
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Revision framework for GCSEs and A-levels
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
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Progress 8: four lessons learned and moving forwards
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
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Assessment without levels: case study
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
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KS2 SATs: exam preparation for Year 6 teachers
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
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Exam results analysis tool
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
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Making sense of summative assessments without levels or grades
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
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Technical tools for making sense of assessment data without levels
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
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Using standardised scores for assessment without levels: FAQs
Using standardised scores as a way to assess progress without levels? Damian Haigh outlines some common problems and how you can address them
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Assessment without levels: designing a meaningful approach
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
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Exams and formal assessment

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