This is part 6 of a series of blogs on my new book, Making Good Progress?: The future of Assessment for Learning. Click here to read the introduction to the series.
With national curriculum levels, it was possible to use the same system of measurement in exams as in individual lessons.
For example, national curriculum tests at the end of year 2 and 6 were measured using national curriculum levels. But you could also use NC levels to measure progress in individual lessons and at the end of terms. For example, you could have a task at the end of a lesson, and then you could tell pupils that in order to be a level 4a, they would need to perform in a certain way on the task; to be a 5c, they would need to reach a certain standard, and so on.
You can see the attraction of this…
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