Assessment and Progression in Religious Education for Diocese of Exeter schools.
Guidance for Good Assessment Practice in RE: Assessment beyond levels
In 2014, the DfE removed the duty for schools to report on levels as a way of measuring progress and attainment, opening up the possibility of using new models of assessment. This left a vacuum, and it has taken some time for teachers and schools to establish new methods of working. Alongside this change has come a renewed emphasis on the knowledge content of the curriculum, moving away from a skills-led focus.
This guidance aims to help teachers navigate the different choices available to them and work with a framework that moves beyond the ‘levels’ or ‘can-do’ method to focus on assessing rich, deep learning and understanding of key knowledge in RE. It adopts a system of grading which many schools will be familiar with, and which has been recommended by the NAHT. Work is marked according to whether the pupil is understood to be Developing/Emerging; Secure/Expected; Excelling with regard to expected standards.
Within this guidance is a reminder for teachers to distinguish between formative and summative methods of assessment. As a support to the summative assessment of work, a template has been produced that gives a structure to this process. This template can be downloaded and there are exemplar versions available to show examples of good practice: Assessment in RE.