Ian Luff recognised that in a post-levels world efforts to devise new assessment systems risked replicating old problems or creating new ones. Drawing on his many years' experience of teaching and school leadership Luff argues that for assessment in history to be truly useful to teachers and pupils it needs to be both holistic and authentic to the discipline. Here he argues that the solution lies in using "enquiry", long a tool for structuring planning and teaching, as our primary tool for assessment