In "Teaching History 157, Assessment Edition," a number of different teachers shared the ways in which their departments were approaching the assessment and reporting of students' progress in a "post-levels" world. This article adds to those examples, first by illustrating how teachers from different schools in the Bristol area are working together to examine, evaluate and build on others' ideas and then by presenting a further series of case studies of the particular strategies that individual departments have taken forward. In each case the teachers explain why those approaches have been valuable to them or particularly suitable, given the policies and constraints operating in their individual schools, and they acknowledge on-going areas for development.