ABSTRACT
A workable assessment system is needed to replace National Curriculum (NC) levels. Haydn, Stephen, Arthur and Hunt state that the most challenging and important part of assessment is saying and doing things which help pupils to make progress in history. Entry Certificates have the same assessment objectives as GCSE but assessment procedures are less demanding in terms of quantity of knowledge to be retained at any one time and assessment can be carried out when pupils are ready. This chapter presents some principles and suggestions for assessment at KS3, GCSE, Entry Level and ASDAN that will maximise the chances of pupils with special educational needs and disabilities (SEND) to 'make progress in history'. Since the 1980s the Award Scheme Development and Accreditation Network (ASDAN) has been developing courses and awards designed to allow all learners including those of lower ability and with SEND to develop their personal and social attributes and levels of achievement.
