Assessing RE building knowledge and understanding simple ways
Assessing RE, building knowledge and understanding: simple ways forward Fiona Moss
Planning for progression • Retention • Interleaving (incl. spaced learning) • Age appropriate • Linger longer, digging deeper • Retrieval • Overarching curriculum intent • Curriculum mapping in other subjects © RE Today Services, 2018
Notice that we use systematic units to look at individual religions but enable pupils to build on that learning later in the year. Notice that the unit on Christians is split across year 1 and 2 to allow to be built on and retrieved These 2 thematic units in the second half of the year revisit and build on learning about these religions earlier in the year. This allow for similarity and difference work. The second half of what was studied in year 1 allowing time to check knowledge and build on learning Although the syllabus suggests focussing on 2 religions in depth as a minimum in KS 1 this school has chosen to add in a lesser focus on a third religion. This prepares for learning in KS 2. © RE Today Services, 2018
Building on learning about Christians in KS 1. Building on learning in the year 3 systematic unit, an opportunity for more retrieval practice but see how this shows spaced learning Introduction of an in depth focus on Hindu people- not studied in depth in KS 1 but mentioned in some thematic units. This unit is then built on in another systematic unit in Year 4. Continues to build up knowledge and understanding of Christian people. Preparation for a focus on Jesus in the second half of spring term. The learning about Christian people is built on in the unit focussing on the bible…opportunity for more retrieval practice Choose festivals to focus on that build pupils knowledge and understanding. As Muslims have not been studied in a systematic unit since Year 2 you may choose to focus on them here. © RE Today Services, 2018 The three thematic units allow pupils to build on learning about Hindu and Christian people but also bring in, practice and build on learning about Muslim and Jewish people in Year 2. In these two thematic units at the end of year 4 there is an opportunity to compare and contrast but also to revisit and build on learning in earlier units. Notice that non-religious beliefs are explicitly brought in here. It is expected that these will have been discussed in units earlier e. g. 1. 8 how should we care for others and the world and 2. 1 what do different people believe about God?
• Can you ‘talk the story of the learning’ in year 5 and 6? • Use the syllabus pages 59 -67 to help you. • How might you organise the learning in your school? © RE Today Services, 2018
15/02/2022 Copyright: RE Today Services
‘Assessment should fit the curriculum, not the other way round. ’ Dylan William, Festival of Education ‘It is important to know what the big ideas are in the curriculum. ’ Dylan William, Festival of Education ‘… the term assessment refers to all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. ’ Paul Black & Dylan Wiliam (2006) Assessment and Classroom Learning, Assessment in Education: Principles, Policy & Practice, 5: 1, 7 -74, DOI: 10. 1080/0969595980050102 ‘… there has been the nonsense of sub-levels and Ofsted asking children what level they are working at …’ Dylan William, Festival of Education © RE Today Services, 2018
The assessment issue Assessment for learning Assessment for accountability Telling children what they can do. Progress over time. Showing them what they need to do next. Closing the gap – significant groups. Getting them to comment on your comments, e. g. answering a question. Age-related expectations. © RE Today Services, 2018
Discussion How would you describe assessment in RE at your primary school? Which statement do you agree with most? • • • Non-existent. Too complicated and/or onerous. We have it sorted. I don’t know where to start. Other. © RE Today Services, 2018
Different types of assessment Formative Summative High-quality feedback so pupils understand next steps in learning – not attached to levels, marks or scores. Record of learning, e. g. once per year, twice per year or at the end of the key stage. Clearly understand how to improve and move on in learning. Measure of teacher and school’s RE. The teacher adapts planning and teaching as a result of formative assessment. Monitored, sometimes externally. © RE Today Services, 2018
“ “ Historic assessment problems Over-use of assessment levels … at the expense of genuine reflection on learning. “ ” Assessment for learning became formulaic: simply the checking of progress against the level descriptions. A common weakness … was teachers’ constant requests to pupils to review their progress by referring to RE levels or sublevels of attainment, rather than asking them to reflect on and discuss whether they had gained a deeper insight into the topic. Source: RE: Realising the Potential, Ofsted 2013, p. 11 ” ” © RE Today Services, 2018
“ Historic assessment problems In many of the schools detailed assessment data was being collected about pupil progress (p. 8). “ “ ” However, in most cases this data was unreliable and generated over generous information which misled schools about the real quality of the RE (p. 8). The quality of dialogue with pupils about their progress was weak (p. 13). ” ” Source: Making a Difference? , Church of England 2014 © RE Today Services, 2018
Teacher has a clear understanding of what pupils need to know and understand do or demonstrate in each unit of work. Solutions Pupils have several opportunities to show their understanding during units of work, including oral, written and other. Detailed feedback (oral or written) on next steps given, perhaps once during a unit of work. Teacher understands curriculum and pupil progress so they can answer questions based on accountability records. Teacher uses evidence and professional judgement to ‘feed’ any accountability systems. © RE Today Services, 2018
Recording for accountability: Issues • Language of assessment – many and varied. • Frequency – RE only taught for a fifth of the time of English. • Only worthwhile if teachers understand the age-related expectations. • Often teachers fill in based on information about pupil ability in other subjects. © RE Today Services, 2018
Recording for accountability Emerging Expected © RE Today Services, 2018 Exceeding
© RE Today Services, 2018
© RE Today Services, 2018
Emerging: • Talk about the fact that Muslims believe in God (Allah) and follow the example of the Prophet Muhammad identify some ways Muslims mark Ramadan and celebrate Eid-ul-Fitr (A 1). • Recognise that Muslims do not draw Allah or the Prophet, but use calligraphy to say what God is like (A 3). Expected: • Talk about some simple ideas about Muslim beliefs about God, making links with some of the 99 Names of Allah (A 1). • Re-tell a story about the life of the Prophet Muhammad (A 2). • Recognise some objects used by Muslims and suggest why they are important (A 2). • Identify some ways Muslims mark Ramadan and celebrate Eid-ul-Fitr and how this might make them feel (B 1). Exceeding: • Make links between what the Holy Qur’an says and how Muslims behave (A 2). • Ask some questions about God that are hard to answer and offer some ideas of their own (C 1). Emerging 15/02/2022 Expected Copyright: RE Today Services Exceeding
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Discussion Would this system work in your school? Which statement do you agree with most? • • • Yes, but I worry that teachers will think it is too much work. Yes but…. (…discuss). No, because … (…discuss). I’m willing to give it a try. I don’t know. © RE Today Services, 2018
How do I know what they know, understand, can do? • Talk. • Listen. • Watch. • Quiz. • KWL • Question • Check for misconceptions. • Repeat. • Mark. • Scribble. • Remember. • Use professional judgement. • You don’t need written/photographic evidence for everything. © RE Today Services, 2018
MCQ/Hinge questions Unit L 2. 2: Why is the bible important to Christians? What is a gospel? a. A holy book b. The story of the life and teaching of Jesus c. The bible d. A story that Jesus told with a message Copyright: RE Today Services 15/02/2022
Multiple choice questions Choose a unit and create from that some multiple choice questions Remember questions need to be • Rigorous • Diagnostic • Self marked Low level testing aids • Recall • Confidence 15/02/2022 Copyright: RE Today Services
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Talking tubs • Talking tubs (with thanks to Helen Wren of York Diocese). • Technical language, e. g. ‘salvation’. • Making links. • Noting understanding. • 3 D mind maps. • Beginning and end of teaching sequence. • Pupil interviews. • Rich source of information for assessment. © RE Today Services, 2018
© RE Today Services, 2018
• Feed forward marking/dialogue marking or conversations – how often? (workload!!) • Moderation – how often? • Accountability – on track sheet. • Teachers able to talk the story. • Low stakes testing • How do you know what pupils know and understand? MEANINGFUL MANAGABLE © RE Today Services, 2018
© RE Today Services, 2018
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