Reformed English pre-university mathematics ‘A levels’ feature enhanced content and renewed focus on mathematical reasoning and problem solving. Related assessments, at scale from 2019, had negligible piloting, and preparation time for resources and teaching was pressured, with teachers/assessors typically having little experience of teaching/assessing for the renewed foci. We used an institutional ethnographic lens to study the first 3 years’ enactment from the leading awarding organisation, and impact on students’ learning, affect and pathways. We followed students and teachers in a fairly representative sample of 46 classes, drawing on termly data collection. Initial ‘specimen assessments’ were largely considered valid and accessible; however, we evidence insecurity due to perceptions of ‘moving goal posts’. Early final assessments were perceived as significantly more demanding than predecessor comparators and of limited reliability for many students. We analyse contribution to knowledge around introduction of curriculum aspirations at this level and discuss ways to address identified challenges
