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Every time I hear a presentation explaining Progress 8, or indeed any of the various measures used to track so called “progress”, my heart sinks. This could be because I am not a mathematician and do not find such things inherently fascinating. But what I find most alarming is when such measures are presented without the slightest acknowledgement that the rationale behind them may be flawed. That whole business of saying you can predict with accuracy what a child’s attainment at GCSE will be in every subject because of English and maths scores when the child was 11.

It was the same with “levels of progress” I remember. When the government abolished levels I was surprised at how long it took so many people to acknowledge that the whole concept of levels was flawed. For many, the reaction seemed to be “they’ve taken away a means of measuring progress – how…

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