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 ( -2013)|
|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|
|Official Date:||February 2012|
|Page Range:||pp. 123-137|
|Access rights to Published version:||Restricted or Subscription Access|
|Funder:||Culham Educational Foundation|
Afdal, G. (2006) Tolerance and Curriculum: conceptions of tolerance in the multi-cultural unitary school Norwegian compulsory school. Münster: Waxmann.
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