The removal of national curriculum levels in 2014 was designed to complement the introduction of a revised, more challenging national curriculum.
It was thought that the removal of levels would provide an impetus for pedagogical change, increasing pupil motivation and engagement and making better use of formative assessment in the classroom. By removing levels, the intention was to reduce the time spent by teachers in recording and tracking progress towards numerical targets and release time for more in-depth teaching and formative assessment approaches that would support progress across the attainment spectrum.
This qualitative research set out to gather evidence on the types and range of non-statutory assessment approaches in use in primary and secondary schools following the removal of levels.
On the whole, interviewees indicated that the quality of feedback and communication with pupils had improved. However, the removal of national curriculum levels and the encouragement for schools to develop their own approaches have led to a perceived lack of common understanding between schools.
The influence of statutory national assessment is still clearly apparent in schools’ non-statutory assessment and continues to be the main driver for formative and summative assessment.
Key Findings:
Teachers and senior leaders said that they were focusing more on formative assessment since the introduction of Assessment without Levels (AWL). Pupils now had a deeper understanding of topics, rather than focusing on progressing as quickly as possible through a series of levels.