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There are many ways of gathering data from students to show how they are developing in their learning and understanding. Below are just a few ideas you might try - remember that pupils should be developing an evidence portfolio (which may be on paper or electronic). Most of the ideas below are BOTH activities in class and evidence gathering opportunities do not think of assessment as something which is BOLTED ON to the classroom activity but as something which is integral to the process.
Pupils are given a series of questions to answer on a topic; these are arranged so they form a Bloomian hierarchy: Describe, Apply, Analyse, Evaluate Students are given information in one format and asked to convert it to another e.g. text into mind map; text into a storyboard; text into bullet points etc... (or vv for any of the above). Silent sentences used in class. Each set of x pupils are given chopped sentences which they must, in silence, rearrange to ensure all in the group have a correct and grammatical sentence.
Pupils could plan a trip or a visit to a place showing they understand the cultural, practice and learning needs for the trip.
Pupils assume the mantle of a religious person who is inviting a group of friends to a party for a special celebration of their faith. They must plan a menu, think about activities and produce invites. They want their friends to know more about the celebration but also want them to have fun.
Students create a 'map' of the life of a person or the record of a specific event indicating the important times / decisions / occasions and the spiritual / emotional state of the person at that time.
Oral questions in the classroom can be used to check particular facts. Use 'traffic lights' or mini whiteboards to assess the quality of learning taking place. Past examination question help students prepare for the 'real thing' but get the pupils to peer mark the answers making using 'comment only' responses. Pupils grade their own work, or the work of their peers using the 8 levels scale and then indicate how they could have moved up a level.
Students are given a presentation with images / text and they are asked to comment on these with specific focus questions using the 'voice narration' tool
Pupils can complete a piece of artwork / poem / photography as a response to a stimulus or question; they can then record their explanation of the artwork either textually or as a recording.
Pupils could write a letter to a member of the faith community / their MP / a friend explaining their own ideas / thoughts / argument on an ethical or moral question.
A question (examination or otherwise) is stuck on a large piece of paper; the class (or a sub-section) of the class are responsible for the best answer to this and can 'move and improve' the answers that exist. This could also be done using a Wiki.
SOME IDEAS FOR ASSESSMENTS IN RE
Pupils could design a building that is "fit for purpose" this could be a place of worship or could be a building for another purpose. They might even construct a model of this.
Pupils are asked to make a presentation on a subject which they give to the rest of the class - this could be peer assessment by the class using agree criteria or could be videoed for the group to self-assess. Students could produce the front page, or a named page, of a magazine of newspaper for a special event, or a problem page written by an expert (religious or other).
Pupils could produce a short piece of film as an advert, a documentary or a talking head using their mobile and some generic free software tools. Students are asked to develop their own 'model answers' to GCSE question at levels A, C and E and they ask others to assess these and grade them. Can they fit the answers to the criteria? Children complete a 'level progression' chart showing that they understand how they have progressed to the level they are currently working at from the previous level - exemplifying this with their current work.
Pupils design and make a game / puzzle or quiz for other students to play - these students offer ways to improve the game.
Students develop a series of questions for the purposes of interviewing a believer / advocate / supporter of a particular faith position.
Pupils complete a floor map of a religious place they have visited, they must then annotate this with images, graphics and text explaining the significance of the parts of the building. They then must make a visitors guide to the building.
Students in Y9 produce a "teaching guide" on a topic aimed at Y7. Children are given a "Question Bank" of statements from the topic and are asked to choose 3 of these to write 50-100 words on. You could band these into level bands if you wanted and ask for one from each band. Pupils are given a set of interpretations of a sacred text and asked to choose those which they agree with, and then which are most likely said by a believer, an agnostic or a literalist.
Pupils are given statements from 3 people an Agnostic, a Theist and an Atheist and asked to highlight the key phrases used and say which they agree and which they disagree with.
Students are asked to write an essay of between 200 and 300 words on a given title; they are given a writing frame with stimulus questions to help them frame this.
Students are given a piece of visual stimulus material (picture / cartoon / graphic) they are asked to describe it in as much detail as they can and then construct a series of questions about the stimulus.
Students write their own end of unit test questions based on what they have been learning. They sit the test written by another pupil. Design an exhibit for a museum based on the topic you have been studying. -
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