Despite being intended only for use in statutory national assessments,  attainment targets and levels were often used for in-school assessment between key stages in order to monitor whether pupils were on track to achieve expected levels at the end of key stages. This distorted the purpose of in-school assessment, particularly day-to-day formative assessment. This had a negative impact on teaching.

Final report of the Commission on Assessment without Levels clearly explains the rationale for scrapping levels.

Have a look at the full report for advice such as:

Evaluating external assessment systems;

” The Commission recognises that many schools may consider using assessment systems that have been developed by external providers. Schools should develop their approach to assessment before considering external assessment systems in order that products can be evaluated according to how they fit with the school’s aims, assessment policy and curriculum.”

This type of advice will help to consider a policy for looking into the increasing number of assessment products available.

There is an interesting commentary on the notion of Mastery in assessment:

“The word mastery is increasingly appearing in assessment systems and in discussions about assessment. Unfortunately, it is used in a number of different ways and there is a risk of confusion if it is not clear which meaning is intended.” Read more on p17 of the Report.