Assessment matters

Key stage 3

Assessment is an integral part of teaching and learning in geography. It informs feedback to pupils about their progress in learning through geography and it should include both formal and informal approaches. It also gives evidence for standards of attainment in geography to be reported to parents and others. Assessment for learning influences pupils' attainment as well as their levels of engagement and motivation.

There is a statutory requirement for schools to report each pupil's level of attainment at the end of key stage 3 but not for years 7 and 8. Teacher assessment is used as the process by which these levels of attainment are judged.

Planning for assessment is vital to keep the process manageable and to ensure that pupils make progress in their learning.

Long-term assessment planning involves decisions about the type and frequency of assessment opportunities, both formal and informal, across the key stage. Department and school portfolios of pupils' work can help support the process of making end of key stage judgements about levels of achievement.

Medium-term assessment planning identifies opportunities to assess learning in greater depth through common assessment tasks and opportunities for self-assessment through a unit or over a period of time. Feedback helps pupils understand the standards and targets they are aiming for.

Short-term assessment planning involves the identification of learning goals, which are shared with pupils. Feedback about their learning helps pupils to recognise their next steps and how to take them.

For some practical examples of assessment approaches, choose from the menu.