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Reassessing Assessment in RE
Attainment target 2
Mardana is afraid.
What are you most afraid of?
KS1 Learning from religion
Attainment target 2 Level 1
‘Pupils talk about their own experiences and feelings, what they find interesting or puzzling and what is of value and concern to themselves and to others.’ nsNFRE p.36
KS2 Learning from religionyear 4
Write a poem about what you would miss if you were blind.
The Blind Man
Attainment target 2 Level 2
‘Pupils ask and respond sensitively to, questions about their own and others’ experiences and feelings.
In relation to matters of right and wrong, they recognise their own values and those of others. nsNFRE p.36
Chloe
KS3 Learning from religionyear 7 - 9
Roman Catholic Church
What kind of worship would you prefer?
Explain the reasons for your views.
KS3 year 7 - 9
Attainment target 2 level 4
Pupils raise and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments. They apply their ideas to their own and other people’s lives. The describe what inspires and influences themselves and others
nsNFRE p.36
What kind of worship would you prefer?
Explain the reasons for your views.
KS3 year 7 - 9
Learning from religionhas to do with developing
‘pupils’ skills of application, interpretation and evaluation…’ AT2 nsNFRE p.11
evaluation
interpretation
application
What are you most afraid of?
What would you miss if you were blind?
What kind of worship would you prefer?
Ofsted - Transforming religious education June 2010
‘There was a greater focus on providing challenge in ‘learning from’ religion
but this was too often divorced from ‘learning about’ it.’
Transforming RE p.23
being afraid empathy
Religious education should look into questions
‘about the truth and worth of religion.’
Ninian Smart ‘Secular Education and the logic of religion’
(1968) p.105 Ninian Smart
What kind of worship you prefer
being afraid
belonging to a family
being joyful empathy
having sight
Religious education is concerned with the production of
‘a ripe capacity to judge the truth of what is propagated.’
Ninian Smart ‘Secular Education and the logic of religion’
(1968) p.97 Ninian Smart
What kind of worship would you
prefer
Learning from religionevaluation
personal evaluation
child
impersonal evaluation
religionthe child makes introspective judgements about themselves and learns from that introspection
the child makes judgements about truth claims of religion and learns from that scrutiny
‘More directly concerned with promoting self-knowledge.’Michael Grimmitt‘RE and Human Development’ p.226
Is it true?
‘Making critical evaluations of the truth claims, beliefs and practices of different religious traditions and of religion itself.’ Michael Grimmitt ‘RE and Human Development’ p.225
Learning from religionevaluation
personal evaluation impersonal evaluation
What are you most afraid of?
Did Jesus perform miracles or are these made-up stories?
What kind of worship would you prefer?
What would you miss if you were blind?
Does worship work? Does it make a difference?
Does God guide people?Does God speak to us?
Learning from religion
personal evaluation
What are you most afraid of?
What kind of worship would you prefer?
What would you miss if you were blind?
comfortable
child is under the microscope
non-judgemental
domesticated
inclusive?
subjective
impersonal evaluation
Did Jesus perform miracles or are these made-up stories?
Does worship work? Does it make a difference?
Does God guide people?Does God speak to us?
Learning from religionoutside their comfort zone
religion is under the microscope not the child
judgemental
challenging
deepens faith
objective Deep roots are not reached by the frost.
Gandalf
religious truth claimsimpersonal evaluationeverything is relative
claims about world we live
inPope Benedict XVI
relative
it’s just a matter of personal opinion
all things are equally true
prayer
resurrection
God
miracles
moral judgments
judgment
It’s what I think and I
have a right to my opinion.
A dictatorship of relativism
religious truth claims impersonal evaluationprayer
revelation
creation
resurrection
God
miracles
morals
judgement
reasons which are persuasive for oneself, should be persuasive to others
evidence
personal evaluationimpersonal evaluationobjective
public reasons
subjective
public evidence
private feelings
does not easily lend itself to assessment
lends itself more easily to assessment
private emotions
reasons
Level descriptions AT2
talk about religion
asking questions
make links
level 2
apply ideas
level 3
level 4
level 1
level 5
personal evaluation
Pupils talk about their experiences & feelings.interestingpuzzlingvalue &concern
Pupils ask & respondto questions about their own & others’ experiences & feelings
They make links between values and commitments, and their own attitudes and behaviour
They apply their ideas to their own and other people’s lives. They describe what inspires and influences themselves and others
expressing their own views
They explain what inspires and influences them, expressing their own and others’ views on the challenges of belonging to a religion
circular
It made me happy because it was a bit nice. Lauren Y1
explain rather than justify
because it’s my religion.
Lucy Y1
My bike is a nice bike because I got it for my birthday. Josh Y1
It was wrong because you shouldn’t do it. Simon Y1
• pupils understand what they have to do.
• pupils have a reason, usually expressed in a single clause.
Level 1 AT2
Josh Y1
Lauren Y1
SOLO taxonomy Biggs & Collis
Level 2 AT2
Friends are special because they help you when you are sad. Claire Y1
It is good to be in a family because if you didn’t have a family you would be lonely. Louise Y2
• pupils have a reason usually in the form of a consequence to themselves.
Stealing is wrong because you might get found out. Nicola Y2
If you lie people won’t like you. Meg Y2
If you don’t believe in God he might give you a whack. Richard Y3expediency
Level 2 AT2
Prayer is good because my Daddy told me. Ibrahim Y3
I think God likes us to do good things because it is in the Bible. Helen Y2
• pupils have a reason usually based on a simple appeal to authority.
Miracles are real, aren’t they Miss, because Jesus did miracles. Jake Y2
• pupils do not attempt to justify the basis of the authority in order to appeal to a wider audience.
Helen Y2
circular reasoning
expediency/sight an authority
They make use of very simple often circular reasons. Level 1 AT2
They make use of simple reasons by identifying an authority or by showing some knowledge of a consequence to themselves. Level 2 AT2
Level 1 AT2Level 2 AT2
Levels 1 and 2 AT2
I think there really are angels because
they are in the Bible.
Evie Y1
Pupils are able to make very simple judgments expressing their own view about religion or belief.
Pupils are able to make simple judgments expressing their own view about religion or belief.
It’s wrong because you
shouldn’t do it.
Level 3 AT2
I think we need school rules because everything would get out of control and people would not get enough education. Timothy Y4
• pupils begin to make use of wider social consequences
Timothy Y4
• pupils identify consequences that have an affect others
God gave Moses a set of rules. Do we need school rules?Give reasons to explain your answer.
Level 3 AT2
Money can change people into nasty people because they may love their money more than their friends and family.
Ross Y5
• pupils begin to make use of psychological consequences
• pupils draw upon a broader experience of the world.
• pupils’ work has little structure often involving only a single reason
Level 4 AT2
I think it is important that we help the poor because the poor might be ill.
• pupils are able to identify several reasons to support their view
• they begin to make use of principles to support their view
• there is little or no linkage joining these reasons
Another reason for helping the poor is that they might be hungry.
Another reason is that you are doing what wants God you to do. ‘Treat others as you want to be treated.’
Also there are lots of charities today. Alex Y6
• reasons are suggested which are not properly developed
Muslims are required to give Zakat to help the poor. Do you think it is important to help the poor? Give reasons for your answer. Consider a view different from your own.
Level 4 AT2
I think Muslim women should wear a headscarf for three reasons.
A second reason is they don’t have to spend time worrying about their hair.
Another reason is, it’s their choice! Victoria Y7
My first reason is they should because it is one of God’s commandments in the Qur’an
• little or no linkage joining reasons
• some reasons suggested are not properly developed
Many Muslim women wear a headscarf. What do you think about this? Show that you have thought about a point of view different from your own.
• they do not refer to a view different from their own
consequences that affect others
Pupils are able to make judgments expressing their own views about religion or beliefs. They are able to identify a reason to support their view. They show awareness of consequences that affect others. Level 3 AT2
Level 3 AT2
Levels 3 and 4
AT2
Pupils are beginning to make use of principles to support their view. Level 4 AT2
Level 4 AT2
several reasons Victoria Y7
Another reason is, it’s their
choice.
Pupils are able to make judgments expressing their own views about religion or beliefs.
They are able to identify several reasons to support their view.
Level 5 AT2
I think there must be a God because something must have started it all.
• pupils often still list reasons but their reasons are consistently relevant.
Another reason is if there was no God how would we know what was right or wrong?
On the other hand some people say if there is a God why do evil things happen. Shanaz Y8
• pupils show some understanding of the complexity of the issue by referring to a different point of view but do not attempt to evaluate or counter that view
There are lots of things that show God is real like all the planets and the stars.
We live in a world in which there are many beautiful things. Does this show that there is a God? What do you think? Consider views different from your own.
I think paying Zakat is a good idea. Many people can be greedy at times, always wishing for more.
People who get Zakat need it much more to pay for bare essentials like clothes and food.
They need it more than people who spend it on holidays or on a luxury new kitchen. Some people say charity begins at home but I think it is wrong to turn your back on people who need help. Katie Y9
• pupils refer to at least one point of view different from their own and attempt to evaluate or counter that view
Level 6 AT2
• pupils link ideas to form an argument through series of statements
Muslims are required to give Zakat to help the poor. Do you think it is important to help the poor? Give reasons for your answer. Consider a view different from your own.
• they make use of relevant examples or evidence
different views
They refer to a view different from their own. Level 5 AT2
They refer to a view different from their own and attempt to evaluate or counter that view. Level 6 AT2
Level 5 AT2
Level 6 AT2
Levels 5 and 6 AT2
link ideas to form an argument
Pupils are able to make judgments expressing their own views about increasingly complicated issues to do with religion or beliefs.
They are able to identify several relevant reasons to support their views.
Pupils are able to make judgments expressing their own views about increasingly complicated issues to do with religion or beliefs.
They are able to link ideas to form an argument through a series of statements. They make use of examples or evidence to support their view.
Level 7 AT2
I do not think that beautiful things in the world necessarily means that there is a God.
I feel like this because not everything is perfectly designed. For example, a deformed baby may give rise to hurt, upset and a difficult life for the child and those who know it. This hardly seems to be the creation of a loving designer God.
• Pupils sustain a clear and structured line of argument through a series of well linked statements
• they make use of well judged examples or evidence to support their view
We live in a world in which there are many beautiful things. Does this show that there is a God? What do you think? Consider views different from your own.
Level 7 AT2
Some people feel that there is a God that designed the world.They may believe that there is no other explanation for things such as rainbows, snowflakes and the human eye.
I don’t agree with this because the creation of most things can be scientifically explained, such as the rainbow is made by water droplets and sunlight.
People with these views may also think of God as a designer because they don’t like to think that some things may be unexplained. They feel more secure if they know how things were created. Jane Y10
• pupils evaluate points of view different from their own and provide defensible reasons why they don’t agree
• they use a balanced and moderate tone
Level 8 AT2
‘Some say that the foetus is also innocent and why should it be deprived of life? This is true but we have no right to tell a woman that she must live a life of misery in order that a child she did not want may enjoy its life. A woman has a moral right to decide what to do with her own body. She should be regarded as a free woman and not as a container for a foetus whose rights are greater than hers.’
Angela Y11
• pupils show an awareness of the complex nature of the issues
• they show understanding when evaluating the views of others
Level 7 AT2
Levels 7 and 8 AT2
Pupils are able produce a structured argument using a series of linked statements. They make use of well chosen examples or evidence to support their view. Pupils evaluate points of view different from their own and can provide defensible reasons why they don’t agree.
They disagree with respect using a balanced and moderate tone. Level 7 AT2
structured argumentJane Y10
I do not think that beautiful things in the
world necessarily means that there is a God.This because not
everything is perfectly designed.
Level 7 AT2
Level 8 AT2
Levels 7 and 8 AT2
structured reasoned argument
Pupils are able to produce a cogent, structured and sustained reasoned argument using linked statements. Pupils are able to make use of principles, analogies and well informed evidence to support their view. Pupils are able to evaluate points of view different from their own and can provide a reasoned argument defending their point of view.
They disagree with respect using a balanced and moderate tone. Level 8 AT2
structured, sustained reasoned argument Angela Y10
I do not believe that abortion is always against the will of God, certainly not
against the will of a loving God.
talk aboutreligion
asking questions
make links
level 2
apply ideas
level 3
level 4
level 1
expressing their own ideaslevel 5
circular reasoning
expediencyauthority
consequences
personal evaluation
impersonal evaluationlevel 1
level 2
level 3‘It wrong because you shouldn’t do it.’
‘There are angels because it says so in the Bible.’
‘I think we need rules because everything would get out of control.’
reasonslevel 4reasons – refer to another point of view
level 5
