There are now no longer any assessment levels by which to grade children. Here are some thoughts on how to assess history in school and some links to some useful sites.
Principles:
• Teachers need to remember to design their assessment so that they gain information on the historical skills and concepts demonstrated by children as well as historical factual knowledge
• Assessment needs to be related to historical objectives (do not make the mistake of assessing literacy objectives)
• Try not just to over assess one aspect of history. E.g chronological assess for understanding of a range of skills and concepts
• Ensure you assess a whole range of outcomes from children in order to give them an opportunity to show their understanding in different ways, do not just assess a written product. Click HERE for a document authored by Michael Riley that suggests a whole range of ways children can present their historical knowledge and understanding.
Click HERE for a document originating from the Historical Association Curriculum Supplement (Sept 2013) that shows how learning should progress over the 3 key stages. This document shows how the skills and concepts that appear in the National Curriculum aims should be interpreted for children at different points in their learning journey. Look particularly at p11. This supplement also contains an article by Michael Fordham that discusses assessment at Key Stage 3, look at p 16.
Click HERE for another very useful document is that produced by the NAHT which commissioned a report to establish some national principles for assessment in schools in the absence of government approved system of level. The NAHT Commission into Assessment without levels was chaired by Lord Sutherland of Houndwood, the report was published in Feb 2014. Look particularly at p8 (this is a substantial document, but the contents list is clickable, allowing easy navigation).
Click HERE to find a different interpretation of progression in learning over the three Key Stages:
Click HERE to download a sheet of cards that support a very useful activity that can be used as part of an INSET training workshop to help teachers develop their understanding of progression in the new curriculum.
Click HERE to view a resource produced by Alun Morgan who provides a different version of how skills and concepts develop over Key Stages
See also the Ofsted Report (2011) on Assessing Pupils’ Progress: http://www.ofsted.gov.uk/resources/impact-of-assessing-pupils-progress-initiative
2014 National Curriculum for History 