Principled assessment design: Assessment without levels – Grazebrook Primary School

The Grazebrook Primary School case study showcases an innovative approach to assessment without levels, focusing on deep learning and understanding. The London-based school, having progressed from special measures to ‘outstanding’, developed a unique framework that categorises student progress as ’emerging’, ‘expected’, or ‘exceeding’. This system, informed by leading educationalists, emphasises continuous assessment over traditional testing, allowing for a more nuanced understanding of each pupil’s abilities. The approach fosters collaboration among teachers, enhances marking strategies, and actively involves parents, ultimately leading to a more informed and holistic view of student learning and progress.