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Assessment without Levels

We no longer assess children using levels.
The new National Curriculum does not have any levels.  The decision to stop using levels was recommended by an expert panel because reaching a certain level did not necessarily mean a child has grasped key ideas. For pupils given the same level label what they knew and could do might be very different.  The race to get a higher level could also result in significant gap emerging which would become a barrier to progress as the child got older.
In the new National Curriculum your child is judged against the objectives for their year groups.   

To see Tim Oates from Cambridge Assessment talks about the purpose of changes to assessment in the new curriculum and rationale behind moving away from levels please go to 
www.youtube.com/watch?v=-q5vrBXFpm0

'Too often levels became viewed as thresholds and teaching became focused on getting pupils across the next threshold instead of ensuring they were secure in the knowledge and understanding defined in the programmes of study. Depth and breadth of understanding were sometimes sacrificed in favour of pace. Levels also used a ‘best fit’ model, which meant that a pupil could have serious gaps in their knowledge and understanding, but still be placed within the level. This meant it wasn’t always clear exactly which areas of the curriculum the child was secure in and where the gaps were.'
 Final report of the Commission on Assessment without Levels . September 2015

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