In Part 1 of this series I set out the problems with making predictions about students’ progress by drawing a ‘flight path’ between KS2 and KS4, then, in Part 2, I explained how thinking about the curriculum as a progression model is essential in making judgments about whether students are making progress. In this post we will turn our attention to issues of assessment. NB. This might feel a bit technical at times, but please know that I’m trying hard to…