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Measuring up: assessing citizenship National strategy for CPD in Citizenship.

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Presentation on theme: "Measuring up: assessing citizenship National strategy for CPD in Citizenship."— Presentation transcript:

1 Measuring up: assessing citizenship National strategy for CPD in Citizenship

2 2 June 2004 Aims To clarify some of the issues around assessment To look at different methods of assessment To look at the nature of progression in citizenship

3 3 June 2004 Assessment, recording and reporting Schools should record students progress throughout KS3 and 4, including KS3 assessment There must be annual reports to parents at the end of years 7-11 Teacher assessment is statutory at the end of KS3, against the KS3 AT Results of teachers assessment do not have to be included in reports to parents but can be.

4 4 June 2004 Why is assessment challenging? There are different aspects to assess: - knowledge and understanding -skills (enquiry, debate, participation) -written and oral work -citizenship in different contexts (discrete lessons or in other subjects and contexts) -active citizenship (in school or widercommunity)

5 5 June 2004 Bringing it together Some schools have found it useful to develop a matrix covering the range of knowledge and skills in the Attainment Target, with grading scales: This student: - shows understanding of course content - can argue a case in writing - can argue a case orally (plenary/small group) - demonstrates research skills - demonstrates skills of participation - demonstrates responsibility in school/community matters

6 6 June 2004 Before you begin Identify where citizenship is being taught substantially not tangentially (either in a core programme or in other subjects or contexts) Be selective (identify e.g. 1 or 2 pieces of written course work, 1 or 2 oral tasks and some group work in each year)

7 7 June 2004 Two Types of assessment Assessment of Learning ( end of unit, summative) Assessment for Learning (formative, using evidence of achievement to inform next steps)

8 8 June 2004 Assessment of learning This is the more familiar form of assessment e.g. end of unit tests, exams, coursework and so on Different techniques can be used to assess students progress in the different strands of citizenship - knowledge and understanding - ability to analyse information and express an opinion, orally or in writing - skills of participation and responsible action

9 9 June 2004 Assessment for learning Gives students opportunities to review their own work and re-work at that time Uses techniques based on - self assessment - peer assessment - using summative techniques for formative purposes

10 10 June 2004 Examples of self- and peer-assessment Students assess, using traffic lights, whether they feel confident about the subject matter (red equals not confident etc) Students at similar levels of confidence may critique each others work – the teacher selectively works with most needy groups

11 11 June 2004 Peer-assessment With the support of the teacher, students read each others work. They help each other with obvious areas of weakness Peer-assessment improves students motivation to produce good work Research show that students take seriously comments from their peers This (and self-assessment) ensures time is spent on carefully considering draft work, which rarely happens when teacher-graded work is returned

12 12 June 2004 Using summative assessment techniques for formative purposes As a class, students discuss what would be the criteria by which a task should be judged Students practise marking a question using a given mark scheme Students develop good questions on a topic as if they were examiners

13 13 June 2004 Assessing citizenship in other subjects Consider whether the cross-curricular work should be assessed by means of: –a core assessment (led by citizenship teacher) –portfolios or diaries –students keeping their own personal records of active, participative work in school or the community the process should be manageable (QCA)

14 14 June 2004 Skills of participation Can be assessed in class through students discussing issues (school or wider community), developing proposals for change and demonstrating understanding of how to put them to –those in power or authority (e.g. police, councillors, MPs) –appropriate bodies (e.g. school or local youth council, NGOs) –the local or national press

15 15 June 2004 Models of progression Models of progression are still, to some extent, under construction –Some models look for demonstration of skills of analysis, logical argument, and so on (parallels with work in English or History) –Some models draw on accumulation of knowledge –Some models draw on psychological research into the development of social, moral and political reasoning

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