Teachers’ Toolkit for Pupils’ Progress
NEW October 2016
Based on a series of expert summits, hosted by Culham St Gabriel’s, on assessment after levels in RE, Dave Francis has produced the following guidance documents on assessment for RE:ONLINE. These outline the developing thinking around assessment in the new educational landscape and offer a possible framework that teachers can use when thinking about assessment and pupil progression in RE. We hope these will form a suite of documents related to assessment in RE that continues to grow as work and thinking in this area develop.
New Guidance on Assessment in RE
Alan Brine also offers a discussion of the current state of assessment in RE, an agenda for improvement, and an outline practical framework for attainment and assessment in RE.
Assessment: Where are we now? An agenda for improvement – Alan Brine
Other useful blogs include:
ALAN’S BLOG The challenges of assessment: When understanding and evaluation are out of kilter – Alan Brine
ALAN’S BLOG Where do we go with assessment? Slaying the data monster – Alan Brine
ALAN’S BLOG On not being a Muppet: Life beyond Levels – Alan Brine
ALAN’S BLOG Assessment Heaven: A fantasy dialogue with Ofsted – Alan Brine
If RE is to play its full part in helping children and young people to become ‘confident individuals, successful learners and responsible citizens’ then teachers will need to provide feedback on how well they are doing in the subject and on what they will need to do next to make progress.
New arrangements have removed the need for ‘level statements’ of attainment for national curriculum subjects. Over time, therefore, it is likely that many RE syllabuses will move away from level or ‘can-do’ statements towards assessment schemes that incorporate ideas of ‘mastery’ or ‘command’ of key elements of the subject.
In the RE Teacher Conference, Energising RE, organised by Culham St Gabriel’s, Dilwyn Hunt gave a keynote presentation on assessment in which he offered an important critique of levels and provided some thoughts on a way forward. Watch the keynote here:
Dilwyn Hunt Keynote from Jason Ramasami on Vimeo.
The guidance below provides some tentative ideas towards how assessment in RE could look and how appropriate ‘benchmarks’ may be set.
In the meantime, schools and academies should continue to make use of the assessment guidance provided by the body responsible for their RE syllabus. For community and voluntary controlled schools this will be the local authority SACRE and its agreed syllabus conference. This may also be the case for free schools and academies, though they have freedom to construct their own syllabuses. Schools and academies with a religious designation often have their own syllabus, sometimes linked with the one agreed by the local authority, though advice on this will be provided by the relevant religious foundation. See especially, our ‘How?’ section below.
Here are our brief guides to making the assessment process manageable and effective.
In ‘Why’, we provide a rationale for assessment in RE, and encouragement for pupils to find meaning for themselves and others in their RE learning.
In ‘What’, we provide ideas on the knowledge, skills and attitudes that may be usefully assessed.
In ‘How’, we provide a rich guide to appropriate methods for assessing pupils’ attainment and progress, as well as advice on recording and using evaluative data.
You can do it!