Assessment without Levels: Using CEM data

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Has the removal of national curriculum levels in England created a broader interest in assessment practices?

The removal of levels back in 2014 caused chaos, confusion and consternation amongst many educators. To some, levels were a secure, reliable, dependable way of scaffolding a child’s journey through school. To others, they represented the limitations of people’s understanding about learning and assessment practice.

In their webinar, CEM’s Professor Rob Coe and Evidence Based Education’s Dr Stuart Kime discuss how the removal of levels has actually allowed teachers and schools to think more creatively about their assessment practices and has let them use assessment to feed into the learning process more effectively.

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