In my previous two blogs I looked at some of the serious problems which exist in the marking of subjects like History and English at GCSE and A Level, and at potential changes which could be made to improve the reliability of examinations. However, I also noted that such modifications might not resolve all of the problems identified.
 
In this final blog, I want to explore a more radical solution to the search for the “gold standard” of examinations: it’s abandonment. Indeed, to take a gold rush analogy, it was seldom the gold hunters who profited much from the great gold rushes in America. In fact the gold hunters gave way to huge corporate interests and long term destruction was the result (though the companies certainly did well). Instead it was those who supplied the tools, cooked the food, cleaned the cabins, and provided the clothes who really made the profits (most notably of cause one Levi Strauss). In short, those people who recognised that the opportunities lie in the everyday, not the elusive. So what would this look like?
 
First, I want to suggest that we need to reconsider the purpose of summative assessment in schools. Up to now, examination has been seen only in terms of measuring the standardised “outcomes” (and thereby potential) of students and schools. However, I would suggest that well designed assessment should in fact be supporting the development of rich curricula, improving teachers’ engagement with their subjects, and promoting deep curricular engagement among students. This in turn would impact on students’ knowledge and understanding, and thereby implicitly their outcomes.
 
Second, and in order to achieve the above. I think the creation of assessments need to be devolved to the level of schools, or groups of schools working together. This is not the same as saying all work should be coursework, just that the assessments should be designed and set in smaller, local groupings. In such as system, students learning might not be so easily comparable nationally (though this clearly isn’t working well in some subjects anyway), but the improved quality of teaching might well mean better outcomes in real terms, regardless of the grading systems used.
 
Why are such changes needed?
To understand the power a locally led examination system might have, one must first focus on the problems inherent in assessing a subject, like History or English, where there is no definitive agreement on content at a national level. I have outlined a selection of these below:

Note: my final blog offering suggestions for real examination reform is now live here.

In my previous blog I looked at the ways in which the marking of examinations in England is particularly problematic in subjects like History and English. For a full review of this, you may like to read Ofqual’s blog and report on the subject. Today I want to deal with the question of what action the educational establishment might take.

GCSE and A-Level examinations are still being held up vital to the education system. The impetus has been to seek to cement their place as the “gold standard” both nationally and internationally. If we want this to be true in reality, I wonder if we need a more fundamental rethink of what examinations (especially GCSE examinations) are for and therefore what they might be in an educational landscape which is vastly different from that of the late 1980s when GCSEs were first introduced.

What are GCSE examinations for?
The seemingly simple question of the purpose of GCSE examinations is actually very complex indeed. But of course, as with all assessment, validity is heavily connected to the inferences one wants to draw from an exam (Wiliam, 2014). The range of inferences which are suggested as valid from a set of GCSE examinations are extremely diverse:

Note: there are two blogs which follow this one which offer some solutions to the problems outlined here.

A few days ago, Ofqual published an interesting blog looking at the state of the examinations system. This was based on an earlier report exploring the reliability of marking in reformed qualifications. Tucked away at the end of this blog was the startling claim that in History and English, the probability of markers agreeing with their principal examiner on a final grade was only just over 55%.

The research conducted by Ofqual investigated the accuracy marking by looking at over 16 million "marking instances" at GCSE, AS and A Level. The researchers looked at the extent to which markers’ marks deviated from seeded examples assessed by principal and senior examiners. The mark given by the senior examiner on an item was termed the “definitive mark.” The accuracy of the other markers was established by comparing their marks to this “definitive mark.” For instance, it was found that the probability that markers in maths would agree with the “definitive mark” of the senior examiners was around 94% on average. Pretty good. They also went on to calculate the extent to which markers were likely to agree with the “definitive grade” awarded by the principal examiners (by calculation) based on a full question set. Again, this was discussed in terms of the probability of agreement. This was also high for Maths. However, as noted, in History and English, the levels of agreement on grades fell below 60%.

When Michael Gove set about his reforms of the exam system in 2011, there was a drive to make both GCSE and A Level comparable with the “the world’s most rigorous”. Much was made of the processes for making the system of GCSE and A Level examination more demanding to inspire more confidence from the business and university sectors which seemed to have lost faith in them. Out went coursework and in came longer and more content heavy exams. There was a sense of returning GCSE and A Level examinations to their status as the "gold standard" of assessment. The research conducted by Ofqual seems suggest that examinations are a long way from such a standard. Indeed, it raises the question of whether or not national examinations have never really been the gold standard of assessment they have been purported to be. Have we been living in a gilded age of national examinations? The answer is complex.

Before I launch into this, I should also note that I understand the process of examining is a difficult one and that I have no doubt those involved in the examinations system have the best interests of students at heart. I also don’t want to undermine the efforts of those students who have worked hard for such exams. That said, there were some fairly significant findings in the Ofqual research which need further thought.

In my previous two blogs I looked at the problems with teaching the assassination of JFK as a murder mystery, and with imagination type activities in learning about the Holocaust. Today I want to explore one of the most controversial lessons I have witnessed.

The “slave auction”
Reading the title of this, I hope most people would be baulking already. However, in the last five years, I have heard of this kind of lesson being used in multiple history departments and the image above is not invented but actually came from a grammar school in the South East. Just as with the Holocaust example I gave last time, this type of activity can end up being done in multiple topic areas, but effectively involves role-playing an extreme power imbalance.
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The reasons departments persist with “lessons” like this one are usually vaguely couched in terms of empathy, and the need to clarify complex concepts like chattel slavery. However, more often than not they are promoted for their “interactive”, or “engaging” elements. Indeed, one non-historian described seeing such a lesson to me once as being “a good, fun way to get across a difficult idea.”

My thanks to Sally Thorne @MrsThorne for reading this blog and contributing her expertise to refining the very rough-round-the-edges original. For more of Sally's thoughts on teaching excellent history, do read her book: "Becoming and Outstanding History Teacher"

Today I want to briefly cover the issue of differentiation. In part this is responding to an anonymous blog HERE which suggests that differentiation is a well-intentioned but morally bankrupt educational approach. 

​Now there are many things I actually agree and sympathise with in this blogpost, especially the problems of “personalised learning” which became so prevalent in the early 2000s, and the demands for teachers to make tasks easier for pupils to access etc. However, I think the blog itself is based in a major logical fallacy: “because differentiation has been done badly, all differentiation must be bad.” It is for this reason I simply cannot agree with the conclusions the author reaches. 

Today the DfE have released their much vaunted teacher recruitment and retention strategy. The document covers four main areas for improvement and was compiled in consultation with some key partners including ASCL, the EEF, the CCoT, Ofsted, and the NAHT. I have to say it is welcome to see this kind of discussion happening, though I do think some quite partisan lines remain in the strategy.


Last January I published some key steps I thought the DfE might take to improve teacher recruitment and retention. Today I want to go back to these suggestions and consider them in light of the DfE's new strategy. First a quick reminder:

1. Reduce confusion around training routes
2. Ensure strong subject (or phase) specific training is in place
3. Fund and support ITE and NQT mentors
4. Reduce workload
5. Improve pay and pensions
6. Rethink bursaries
7. Improve professional freedoms
8. Leave supply models alone

 
A marked improvement?
Let’s start with the positives. It is certainly evident that the DfE has gone well beyond the measures we have seen in the last few years when considering their recommendations. There are welcome

Last week I published a number of blogs exploring the proposed Ofsted Framework for 2019, as well as some of the individual elements of that framework. Today I want to explore the proposals from the point of view of an ITE provider, rather than that of a school.
 
As you may have noted, I was reasonably upbeat about the revisions and opportunities for schools in the new framework. Although I am aware that there may be a lot of work for people to do to feel confident in meeting the criteria of the “Quality of Education” element. When it comes to ITE however, I am less encouraged. I have written about some of the struggles in ITE in the past (HERE and HERE). I know that Ofsted was never going to do much to reverse the tide of generic teacher training. However, there was one major area where I hoped a new framework might be of some use: improving the status of mentoring. 

You might have missed it in the flurry of dismay/excitement (delete as you see fit) around the government’s historic defeat on the Brexit plan yesterday, but today saw the publication of Ofsted’s new draft framework for school inspections. The cynical might argue this was a deliberate ploy, however a detailed read of the proposals does leave a lot of room to be optimistic.
 
Before I begin, I should also note that Leeds Trinity University will be launching a new network event called “Building a Powerful Curriculum” which aims to give curriculum leads input, time, and space to discuss the implications of potential framework changes for schools in Yorkshire. I have also created an in-depth analysis of the framework draft for anyone interested.
 
New Freedoms
In some ways the new inspection framework seems to have just two main goals: to place the focus of school provision firmly on the base of curriculum design and provision; and to reduce the role of Ofsted in mandating curricular and pedagogical approaches from the centre. 

Below is a brief summary of key similarities and differences between the proposed framework and the existing one. The rest of the post takes a more detailed look at some of the differences with potential implications for schools.

Over the next few days I will be publishing some in-depth analyses of some of the key differences, along with the potential implications for schools. Please note that I will be doing this within the bounds of my own expertise, which ranges upper Key Stage 2 to University. I appreciate that the framework may have very different implications for schools teaching Foundation Stage, Key Stage 1 and lower Key Stage 2.

• Analysis 1: Quality of Education
• Analysis 2: Behaviour & Personal Development
• Analysis 3: Leadership & Management

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I should also note that many of the changes are actually connected to issues of curriculum. Because curriculum is a core point of discussion amongst subject specialists already, the answers to many of the challenges of the new framework are already out there and accessible. The best thing senior leaders might do over the next few months is establish where their in-school, subject expertise already lies and draw on existing research and knowledge from subject associations, experts, and subject-led university education departments.

In my previous blog I discussed the potentially ahistorical nature of studies of the assassination of John F Kennedy. In today’s blog I am entering into more controversial territory and looking at some activity choices with relation to the teaching of the Holocaust.

The letter from Auschwitz
I have seen this type of lesson in all kinds of guises, but this is probably the version I have most issue with. The task itself if fairly straight forward: having learned about the Holocaust and concentration camps, students are asked to imagine they are in a concentration camp and to write about their experiences in some kind of letter or diary.

I completely understand where lessons like this come from. The letter/diary device is straightforward to students to access (they may even be familiar with Anne Frank’s diary), and on the surface it appears to give them a chance to really empathise with people in the past. In reality however, I fear it undermines this latter aim, and raises a host of other issues. For more on this, you may like to read Totten’s “Holocaust Education: Issues and Approaches”, especially chapter seven.
First, because of the placement of tasks such as these, they often end up being a stand-in for a factual recall, rather than a real...

Before Christmas, Ben Newmark posted a blog in which he outlined a range of things which he had found unsuccessful in teaching. This included things such as card sorts (#2), role play (#3), flipped learning (#17), group work (#20) and fifty others. At the time I replied to say that I felt some of the focus on methods was problematic, as things which don’t work in one place, may well in another.

However, I could not quite leave the idea alone. Since Ben published the post in October, I have had a range of discussions with colleagues where we considered whether we actually had our own red lines in terms of history teaching. It turns out that we do. The main difference I think is that they are mostly linked not so much to methods, but to whether or not core educational values, and nature of history as a discipline are being appropriately, and indeed rigorously, served (I went into this to some extent in my post HERE) . In the end we established five or six big problems we had come across in history lessons (not including broader issues of assessment). Of those we agreed pretty much unanimously on two, and partially on a third. I am to outline these in three separate blogs:

• The ahistorical question: who killed John F Kennedy? (below)
• Imagination based tasks: the "letter from Auschwitz"
• Empathy type roleplays: the “slave auction”

Now I am very keen not to make this too negative, so before I begin I’d like to highlight two key points:

Hello everyone and thanks if you have filled in my History GCSE 2018 survey. If you are interested in insights from this kind of survey, it would be great if you could also take a moment to fill in the Historical Association Annual Survey. This helps the HA act as a voice for the profession more effectively. You can fill it in HERE.

In my last blog I used overview data to compare the GCSE results this year to last year, as well as looking at the grade boundaries for different boards. The survey data collected allows me to look more specifically at the results of departments. So for example, big data suggested that the proportion of grades was essentially similar to last year, but it was impossible to tell if this was because departments did the same, or because some did brilliantly and others appallingly.

In this blog I am going to try to pull out some answers to key questions I am hearing a lot on Twitter and Facebook. Please note that this data is only a sample of 363 schools, all of whom engage actively with social media, so the data is mostly suggesting things rather than proving anything. However, I did manage to get a broadly representative sample in terms of the distribution of data around the 65% 9-4 average. For more on the data set please see the end of the blog. If you'd like a fully anonymised copy for your very own, please do let me know.

As each post is quite long I have indexed the questions here:

1. Were results more or less stable in 2018 compared to 2017 - Read On Further
2. Did teaching a 2 or 3 year curriculum have the biggest impact on 2018 results?
3. What impact did exam question practise have on results?
4. Was the A*-A / 9-7 rate affected?
5. What impact did non-specialist teaching have on grade stability?

Conclusions

In lost of ways I am glad I cannot draw many clear conclusions from this data. The slight differences between results from 2017 to 2018 suggest that departments have not been unduly hit by these changes and these is a broad level of fairness in how they have occurred. While some departments clearly will not be pleased with their results (and others by turn delighted), this is not unusual in the picture of GCSE. The only slight impact here may be that departments who have been historically stable, are now in a category of less stable schools. However, to assess this, I would need data going back further, and probably in more depth.
What I do now have is  a large bank of data on the 2018 exams, so if anyone has a question they’d like me to investigate using the dataset I have, please do get in touch.


NOTE: For almost all of these explorations I have compared results in terms of stability. So for example 2018 stability is calculated by comparing a school’s results in 2018 with their results in 2017. If the results are in the same bracket, then I would consider them broadly stable. If their results this year were a bracket or more above last year e.g. last year they got 50-59% A*C and this year 60-69% 9-4, then they are consider as doing better, and the reverse if they are lower this year.


1. Were results more or less stable in 2018 compared to 2017?

Evening all. I hope you have all had a great summer and that results days have gone smoothly. 

Now the dust has begun to settle after yesterday's chaos, I thought I'd take a few minutes to outline five key things we found out about the new History GCSEs. OK, it's really four and a question, but hey ho!

1) Pupils this year did pretty much the same as last year overall
This is not really a surprise as Ofqual demanded a statistical tie between 2017 and 2018. Therefore almost the same proportion of kids got a G/1 or greater as last year, and the same for C/4 and A/7. 

There were some minor differences, but at a school cohort level of say 100 pupils, the difference would have been less than a single pupil missing out on a grade C/4.
Of course, this does not mean everyone’s results will have been stable. It is common with new specifications for some schools to do much better than normal and some to do much worse. This is usually because some schools manage to match what examiners were looking for more closely. It is almost impossible to second guess this precisely in the first year of a specification as examiners refine their expectations during first marking and grading discussions.

Takeaway lesson:
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Read the examiners’ reports closely and get some papers back if you were not happy with your overall results.

2) Your choice of board made almost no difference to overall grades (on average)
Discounting the statement at the end of the last point: because the boards all had to adhere to this basic rule when awarding grades, the differences between boards are also non-existent. If you look at the detail you will see that some boards did deviate from the 2017 figures, however this is because they have to take prior attainment into account. So, the reason that OCR A seem to have awarded more 4+ and 7+ grades would suggest that more high attaining pupils took these exams. By contrast OCR B probably awarded slightly fewer 4+ and 7+ grades due to a weaker cohort. This might imply that OCR centres chose their specification based on the ability range of their pupils (though this is pure speculation). AQA and Edexcel pretty much fit the Ofqual model, suggesting they had a broadly representative sample of pupils.

Hi all. Apologies for the delay. I have finally got around to uploading my resources from this year's SHP Conference. 

This year I decided to have a long look at curriculum and look at ways we can build powerful curricula as history teachers. I split the presentation into three elements:

* A very brief overview of curriculum theory
* Some considerations about a disciplinary curriculum
* Examples of a disciplinary curriculum in action

Access files - SHP 2018: Sowing New Seeds
In the folder below you will find the resources shown in the slideshow at the top of the page.

If you would like access to previous SHP sessions I have run, you will find them here

Teacher recruitment is in something of a crisis. For well over three years now, teacher recruitment and retention has been in the headlines, and never more so than this year. The Commons Public Account Committee have noted that there is a “growing sense of crisis”, whilst policies to address shortages have been “sluggish and incoherent.”

The figures around recruitment are pretty stark. In the last six years, the number of primary age students increased by over 14%, and the numbers in secondary are predicted to rise by 19% by 2025. The crisis is neatly illustrated by the following statistics:

• 2016, 42,830 teachers left the workforce (9.9% of the total workforce).
• Nearly 34,910 of these teachers left for reasons other than retirement.
• In the same period just 24,120 newly qualified teachers were trained (replacing 5.6% of the workforce)
• The remainder of workforce replenishment is coming from teachers returning to the profession (14,200).
• Although the number of teachers rose between 2010 and 2016, the numbers of secondary teachers actually fell by 4.9%.

If we assume that pupils numbers increase as stated, we will need a teaching workforce of around 55,000 to cope with numbers by 2025. With applications for PGCE courses reported as being down by as much as 29% this year, it is no wonder there is a feeling of crisis.

Solutions

So, it’s that time of the year once again. Time for Christmas decorations and carol concerts. Time for the RE department to show Christmas Simpsons episodes every lesson, claiming some tenuous curricular link. Time for kids to bounce into your classrooms demanding quizzes (or low-stakes cultural capital tests if you prefer) and Haribo with menaces. And of course, it is time for the annual Christmas blog.

In my previous Christmas blogs (HERE) and (HERE) I tried to put together a few thoughts (or tortured metaphors) to help us all reflect on the year that was. However, I got the sneaking suspicion that many people read these Christmas blogs with little thought for their long term curricular impact, or how this knowledge might be retained for further use. (And did you SLANT whilst reading and follow them with your ruler? Thought not!)

This year therefore, I have decided to summarise the year in the form of a knowledge organiser. This means you can test yourself on the professional cultural capital of 2017, until you know it by heart. This will also allow you to more effectively address the end of year essay question. Don’t forget, that in order to attain the full 18 marks, you will need to cover all sides of the argument, whether it makes sense or not, and refer to the provenance of the author (who is a raging prog, or despicable trad, depending who you ask). If you are lucky, I might even make you some structure strips to help. Essays will be due on 26th December. No excuses.

Note: A copy of the knowledge organiser can be purchased directly in pdf format for £2.99 via the author's website: knowledgeisall.com , or will probably be ripped off on TES resources next week for £23.99.

This is just a short blog on the back of discussions I had yesterday evening about Teaching and Learning policies in secondary schools. I posted out some extracts from T&L policies from a couple of different schools, which (in my view): manage to place students at the heart of the teaching experience; set out broad principles for why teaching is important; promote wider aspects of good teaching; and are not overly prescriptive in terms of pedagogy.

The reaction to this post was very interesting. On the one hand, the examples got a handful of "likes" but there was quite a lot of criticism too:

​I have read many pieces over the years about how gaming might be used as a pedagogical tool in teaching. Today, I want to turn this on its head. I think new teachers can use gaming, or rather the principles behind gaming, as a mirror to reveal some aspects of effective teaching.

Let me explain a bit further. All games, at some level, have to teach their players how to play and be successful in the game world. Once upon a time, this was done with weighty manuals (Civilization 2 had a manual spanning 200 pages when I got that in 1996), but now the teaching aspects of games tend to be embedded in the gameplay. Although games are only ever going to be a proxy for classroom teaching, I do think there are some essential principles followed by the best games, which make their ‘teaching’ elements effective. I call these the “Nintendo Principles”, after the company who, according to Metacritic, have made 5 of the top 10 games of the last 20 years.

These ‘Nintendo Principles’ are perfectly illustrated in the most recent release from the Japanese game studio, the Legend of Zelda, Breath of the Wild. The game follows an ‘open world’ approach, meaning that players are thrown in with very little preamble, and can pursue their own path through the game. So far, so progressive. In all honesty, I am not recommending an ‘open world’ approach to teaching, curriculum is too important, but because of its structure, the Legend of Zelda has to do almost all of its ‘teaching’ in game, whilst ensuring there is a good balance of challenge and reward. My contention is that these ‘Nintendo Principles’ are comparable to the fundamentals of good classroom teaching and provide a useful starting point for new teachers to consider their practice. They are also principles which pupils will be aware of, either implicitly or explicitly.

Principle 1: Challenge is Important to Motivation
​Video games producers have a direct interest in ensuring their games hit the right level of challenge. For producers, getting this spot on means more interest, greater longevity, and the prospect of better reviews and critical acclaim. In most adventure games, challenge is linked to story progression (another powerful tool), but it might also be connected to collecting a range of items, achieving certain goals in a number of areas etc.

This weekend, the West London Free School organised a history teachers’ conference which looked at the importance of knowledge in the curriculum. Although I was unable to attend, I followed the debates and keynotes closely on Twitter. One of the central ideas which came out of the conference was the importance of substantive knowledge and the potential role of the textbook in acting as a backbone (and even progression model) for a knowledge-rich curriculum. (*)

Textbook publishers have not been slow to catch onto this idea that the textbook might be making a return to the classroom and have started putting out flyers for books (old and new) described as being “knowledge rich” or “content driven”. In addition to this, these books are often sold as promoting the development of long-term memory, hooking into the other significant trend of neuro-science-driven pedagogy. (**)

One of the most important jobs any head of department does is selecting the resources for the department, especially when these may act as the progression model. I have therefore written this series of blogs as a way for departments to think critically about this decision making process and have tried to produce a list of key questions I used to ask when purchasing resources as as head of department. Hopefully this will act as a useful guide for other history departments.

To illustrate my selection methods, I am going to apply my criteria to the newly released ‘Knowing History’ series from Collins. The main reason I want to focus on these books is that they seem to be generating a lot of buzz (in the Carr sense?) in the history community at the moment; especially as a possible solution to teaching a knowledge-rich history curriculum. Another reason for my focus on the series is that the publishers have targeted them at a wide audience with a very competitive price £7.99 (take note other publishers). As many schools are likely to get these on a deal, a school could kit out a whole year group for say £1000. It is therefore plausible that these might end up being widely bought, especially in schools where there is concern to meet the new demands of subject knowledge but where subject specialists are few and far between (a really big issue still!). Finally, the author, Robert Peal has been very vocal in damning other textbooks and recommending his own, so I feel that his series makes a good test case for my selection criteria. (***) In essence, I am asking whether or not Peal’s books meet my criteria for teaching a knowledge-rich and disciplinary rigorous curriculum.

The following is a list of the key topics and questions I intend to cover in each blog. These will be updated and linked as I write them. EDIT: I would like to note that not all textbooks will hit all of these criteria perfectly (in fact I doubt many will - my own certainly doesn't) and that every textbook will have its shortcomings. However, using criteria such as these might allow departments to make more informed choices about which sacrifices they want to make.
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1. Knowing What History? How well is the core narrative developed, and are there any particular narrative oversights?  
2. Knowing Whose History? Are students being introduced to the idea that they are being shown a narrative rather than the narrative?
3. Knowing Which History? What range and depth of knowledge is developed by the books and is this sufficient?
4. Knowing and Remembering History?  How do the textbooks help students to consolidate their knowledge to promote durable learning?
5. Knowing Disciplinary History? Do the textbooks provide a suitable progression model and how do they use content to develop disciplinary understanding?

 
(*) Proponents of knowledge-heavy curricula have often cited the idea of the textbook as the key to driving such a change – see for example Oates’ review of textbooks or Christodoulou’s work on AfL. I tend to be in agreement with the idea that the textbook can act as a progression model, but this needs careful writing.

(**) I am certainly not challenging the importance of understanding neuro-scientific research in education. Indeed, my Leeds Trinity students will be able to tell you that we have focused heavily on research by Howards-Jones, Willingham, Dweck, Brown, Roediger and the like in our first few weeks of ITT.

(***) I would like to clarify before I begin, that I have just written my first textbook and understand how difficult and time consuming a process this is. I also know how publishers can put demands on textbooks which run counter to an author’s intentions. In this case however, I imagine that Peal has probably had a large hand in determining the editorial direction. Collins advertises the series with the strapline: “Encourage a thirst for knowledge in your KS3 History students with high-quality, content-rich lessons that lay the groundwork for the new History GCSE” and endorsements such as “Knowing History has been designed to build historical thinking from the bottom-up and it does this with supreme confidence, taking the number one spot on my winner’s podium of history resources with ease.” As such, I think testing these claims is a worthwhile enterprise as part of my wider blog on resource selection. It should also be noted that Peal himself has never been backward in his critiques so I hope he takes this in the spirit it is intended, namely encouraging robust scrutiny of resources. 

Overt the last 2 weeks I have been reading and analysing Daisy Christodoulou's latest book "Making Good Progress?" This is an area which I have long been interested in, as followers on my blog will know.

You can find the chapter analyses below, however I want to offer something by way of an overall summary of the book.

CHAPTER 1 - Why didn't AfL Transform Schools?
CHAPTER 2 - Curriculum Aims and Teaching Methods
CHAPTER 3 - Making Valid Inferences
CHAPTER 4 - Descriptor Based Assessment
CHAPTER 5 - Exam Based Assessment
CHAPTER 6 - Life After Levels
CHAPTER 7 - Improving Formative Assessment
CHAPTER 8 - Improving Summative Assessment
CHAPTER 9 - An Integrated Assesment System

In Conclusion... 
I generally enjoyed reading “Making good progress?” and found the argument cogent and, on the surface, persuasive. I do however have some reservations about Christodoulou’s complete rejection of carefully considered constructivism, as I detail in the chapter reviews. If nothing else, Christodoulou has provided a useful synthesis of many decades of thought on assessment, across many disciplines. 
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Yet I also feel like the book was something of a missed opportunity. If it is read widely, then this book may have a big impact (though I imagine it will circulate