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What do we assess in the Religion Curriculum?

Assessment in the religion curriculum consists of:

Assessment of learning

Assessment of learning generally occurs at the end of a unit or series of lessons.  The student’s work is graded in relation to predetermined learning criteria to identify the depth and breadth of the knowledge or skills that were the basis of the unit of work.

To give every student the best chance of success, it is important to share with the students or create in consultation with the students, criteria for success.

Some tasks will yield more information about a student’s knowledge and understanding than others.  Multiple choice questions for instance will not provide as much information as a short answer response.

Assessment tasks need to be differentiated to ensure that all students achieve success.

Assessment for learning

“Assessment for learning or formative assessment is exactly what it sounds like – it’s an assessment that helps us understand where our students are in the learning process.

However, in this case, we don’t grade these assessments.

Rather, when done properly, they provide us and each of our students with ongoing, real-time feedback about where they are in their learning and what intervention they may need to achieve success.

These assessments also allow us to make just-in-time adjustments to our classroom instruction and provide students with valuable insights into which areas they may need to focus their attention” (Clark and Avrith, 2015, p.26).

Assessment as learning

Assessment as learning is a project-based task that may have a number of components or elements.  To ensure that students successfully complete the task, we need to help them to reflect on and monitor their progress.  This enables students to take responsibility for their learning and for achieving their learning goals.

Building in opportunities for students to seek and respond to feedback from their peers and also from you as the teacher is invaluable.  During point-in-time scheduled conferences with students, the teacher enables students to have a greater understanding of how they are going with their work and what changes they could make to improve the quality of the end product.

This feedback can be a valuable and positive part of the learning process that can help them to recognise their strengths as learners and address any areas of need prior to assessment submission (Clark and Avrith, 2015).

A student’s personal faith is not the subject of assessment or reporting within religious education. 

Clark, H. & Avrith, T. (2015).  The Google Infused Classroom, a guidebook to making thinking visible and amplifying student voice.  Irvine,   California.: EdTechTeam Press.