Through interviews with headteachers and teachers, Shailen is seeking to tell the story of how the policy of assessing without level descriptors has been interpreted and enacted in six primary schools in Oxfordshire.

Shailen has worked for many years in children and young people services for local authorities, charities and also his own social enterprise.  He tries to create educational programmes and environments which nurture the whole person and build self-esteem.

Title of Thesis

How have primary schools interpreted and enacted Assessment without Levels


Ethnicity and Education in England: How Lammy has distracted us.  Oxford Forum Journal, January 2018  Popat, S., Lenkeit, J., Hopfenbeck, T. N. (2017)

PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results.  Oxford University Centre for Educational Assessment Report OUCEA/17/1)