Is self-assessment in religious education unique?
Brooks, Valerie and Fancourt, Nigel Peter Michell. (2012) Is self-assessment in religious education unique? British Journal of Religious Education, Vol.34 (No.2). pp. 123-137. ISSN 0141-6200
Official URL: http://dx.doi.org/10.1080/01416200.2011.614747
This paper addresses the question: is self-assessment in religious education unique? It first presents an overview of some challenges for assessment from subject differences, and then reviews the generic literature on self-assessment. It builds on earlier empirical research on self-assessment in religious education, carried out in an English state secondary school (Fancourt 2010); this was used to propose a variant of self-assessment which is tailored to the demands of religious education – reflexive self-assessment. Its implications for more general understandings of the relationship between subject pedagogy and self-assessment are discussed, especially the recognition of values not only in religious education but in other subjects too, reinforcing the need to develop subject-specific variants of self-assessment that reflect the breadth of learning outcomes.
|Item Type:||Journal Article|
|Subjects:||L Education > LB Theory and practice of education|
|Divisions:||Faculty of Social Sciences > Institute of Education|
|Library of Congress Subject Headings (LCSH):||Students -- Self-rating of, Religious education -- Study and teaching -- Great Britain|
|Journal or Publication Title:||British Journal of Religious Education|
|Page Range:||pp. 123-137|
|Access rights to Published version:||Restricted or Subscription Access|
|Funder:||Culham Educational Foundation|
|References:||Afdal, G. (2006) Tolerance and Curriculum: conceptions of tolerance in the multi-cultural unitary school Norwegian compulsory school. Münster: Waxmann. Allal, L. and L. Mottier Lopez (2005) Formative assessment of learning: a review of publications in French. In Organisation for Economic Co-operation and Development (ed.) Formative Assessment: Improving Learning in Secondary Classrooms, 241-256. Paris: OECD. Black, P. and D. Wiliam (1998) Assessment and classroom learning. In Assessment in Education, 5: 1, 7-78. Black, P., C. Harrison, C. Lee, B. Marshall and D. Wiliam (2003) Assessment for Learning: Putting it into Practice. Maidenhead: Open University Press. Butler, R. (1988) Enhancing and Undermining Intrinsic Motivation: the Effects of Task-Involving and Ego-Involving Evaluation on Interest and Performance. In British Journal of Educational Psychology 58, 1-14 Cowie, B. (2005) Pupil commentary on assessment for learning. In Curriculum Journal 16:2, 137-151 Daugherty, R, P. Black, K. Ecclestone, M. James, and P. Newton (2008) Alternative perspectives on learning outcomes: challenges for assessment. In Curriculum Journal 19:4, 243 - 254 Desautel, D. (2009) Becoming a thinking thinker: metacognition, self-reflection and classroom practice. In Teachers College Record 111: 8, 1997-2020. Dweck, C. (1999) Self-Theories: their Role in Motivation, Personality and Development. London: Psychology Press Ecclestone, K. and J. Pryor. (2003) 'Learning careers' or 'assessment careers'? The impact of assessment systems on learning. In British Educational Research Journal 29: 4, 471-488. Elliott, J. (1991) Action Research for Educational Change. Milton Keynes: Open University Press. Fancourt, N. (2005) Challenges to Self-Assessment in Religious Education. In British Journal of Religious Education 27:2, 115-126 Fancourt, N (2008) Self-assessment in religious education. Unpublished PhD dissertation. University of Warwick Fancourt, N. (2010) 'I‘m less intolerant': reflexive self-assessment in religious education. In British Journal of Religious Education 32:3, 291-306 Fontana, D. and M. Fernandes. (1994) Improvements in mathematics performance as a consequence of self-assessment in Portuguese primary school pupils. In British Journal of Educational Psychology 64, 407-417 Giddens, A. (1993) New Rules of Sociological Method (2nd Edition). Cambridge: Polity Press. Hodgen, J. and B. Marshall. (2005). Assessment for learning in English and Mathematics: a comparison. In The Curriculum Journal 16: 2, 153-176. Hopwood, N. (2007) Values in geographic education: the challenge of attending to learners' perspectives. In Oxford Journal of Education, 1-20 (iFirst Article) Husbands, C, A. Kitson and A. Pendry. (2003) Understanding history teaching. Buckingham: Open University press Ipgrave, J. (2002) Inter faith Encounter and Religious Understanding in an Inner City Primary School. PhD dissertation. University of Warwick Jackson, R. (2004) Rethinking Religious Education and Plurality: Issues in Diversity and Pedagogy London: Routledge Falmer Jackson, R. (2005) Intercultural education, religious plurality and teaching for tolerance: interpretive and dialogical approaches. In R. Jackson and U. McKenna (ed.) Intercultural Education and Religious Plurality. Oslo: The Oslo Coalition on Freedom of Religion and Belief. 5-14 Jackson, R., S. Miedema, W. Weisse and J-P Williame (eds) (2007) Religion and Education in Europe: Developments, Contexts and Debates, Münster: Waxmann. James, M. (1998) Using Assessment for School Improvement. Oxford: Heinemann. Laveault, D. (2007) De la «régulation» au «réglage» : élaboration d‘un modèle d‘autoévaluation des apprentissages [From regulation to monitoring : the elaboration of a model of self-assessment by learners]. In L. Allal and L. Mottier Lopez (eds) Régulation des apprentissages en situation scolaire et en formation [The regulation of learning in school situations and teacher education]. Brussels: de Boeck, 205-234 Leitch, R., J. Gardner, S. Mitchell, L. Lundy, O. Odena, D. Galanouli and P. Clough (2007) Consulting Pupils in Assessment for Learning classrooms: the twists and turns of working with students as co-researchers. In Educational Action Research 15:3, 459-478 McDonald, B. and D. Boud. (2003) The Impact of self assessment on achievement: the effects of self-assessment training on performance in external examinations. In Assessment in Education 10: 2, 209-22. Marshall, B. (2004) Goals or horizons—the conundrum of progression in English: or a possible way of understanding formative assessment in English. Curriculum Journal, 15: 2, 101 - 113 Munns, G. and H. Woodward (2006) Student engagement and student self-assessment: the REAL framework. In Assessment in Education 13: 2, 193-213. Narvaez, D. (2005) Integrative Ethical Education. In M. Killen and J. Smetana (eds.) Handbook of Moral Development, 703-733. Mahwah: Erlbaum. Nesbitt, E. (2004) Intercultural education: ethnographic and religious approaches. Brighton: Sussex Academic Press OFSTED (2008) Assessment for Learning: the Impact of National Strategy Support. Document Reference No. 070244. http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Education/Curriculum/English/Primary/Assessment-for-learning-the-impact-of-National-Strategy-support/(language)/eng-GB O‘Grady, K. (2003) Motivation in Religious Education: A Collaborative Investigation with Year Eight Pupils. British Journal of Religious Education 25:3, 214-225 Organisation for Economic Co-operation and Development (2005) Formative Assessment: Improving Learning in Secondary Classrooms. Paris: OECD. Organisation for Security and Co-operation in Europe. (2007) Toledo Guiding Principles on Teaching about Religions and Beliefs in Public Schools. Warsaw: Organization for Security and Co-operation in Europe. Puntambeker, S. and B. du Boulay.. 1999. Design of MIST – a system to help students develop metacognition. In P. Murphy (ed.) Learners, Learning and Assessment, 245-257. London: Paul Chapman. Qualifications and Curriculum Development Agency (2010) Exemplification for foundation subjects [http://curriculum.qcda.gov.uk/key-stages-3-and-4/assessment/exemplification/ standards-files/re/religious-education-level6.aspx] Radnor, H. 1994. The problems of facilitating qualitative formative assessment in pupils. In British Journal of Educational Psychology 64, 145-160 Reinharz, S. (1997) Who am I? The Need for a Variety of Selves in the Field. In R. Hertz (ed.) Reflexivity and Voice (Thousand Oaks: Sage Publications), 3-14 Richardson, M. (2009) Assessing the assessment of citizenship. In Research Papers in Education, First published on: 13 August 2009 (iFirst) 1-22 Qualifications and Curriculum Authority (2004) Religious Education: the non-statutory national framework. London: QCA. Sadler, R. (1989) Formative Assessment and the Design of Instructional Systems. In Instructional Science 18, 119-144 Schagen, I. and D. Hutchison (2003). Adding Value in Educational Research – the Marriage of Data and Analytical Power. British Educational Research Journal 29: 5, 749-765. Sebba, J., Deakin Crick, R. et al. (2008) Systematic review of research evidence of the impact on students in secondary schools of self and peer assessment. Technical report. In: Research Evidence in Education Library. London: EPPI-Centre. Stodolsky, S. (1988) The Subject Matters: Classroom Activity in Math and Social Studies. Chicago: University of Chicago Press. Timperley, H. and J. Parr. (2009). What is this lesson about? Instructional processes and student understandings in writing classrooms. In The Curriculum Journal 20: 1, 43-60. Voogt, J. and Kasurinen, H. (2005) Finland: emphasising development instead of competition and comparison. In Organisation for Economic Co-operation and Development (ed.) Formative Assessment: Improving Learning in Secondary Classrooms, 149-162. Paris: OECD.|
Actions (login required)