This is a paper presented at the Nordic Testing and Assessment of Writing Symposium, Trondheim in September 2015. In it I argue that using teacher's actual curriculum level judgements makes more sense than adjusting those by the difficulty of the task being rated. This material was later published in a paper as:Parr, J. M., & Brown, G. T. L. (2015). Learning about writing: A consideration of the recently revised asTTle: Writing. Curriculum Matters, 11, 134-154. doi:10.18296/cm.0008