Assessment for learning

Key stage 3


			Bright idea


		A quick way to check on pupils' understanding of a previous lesson's work The use of a five-minute surprise test based on a photocopied sentence containing gaps for pupils to fill in (using a list of words provided) can provide a quick check on learning of terminology. Asking pupils to also write a brief paragraph explaining the sentence allows pupils to show their understanding. Once the pupils have completed the test get them to class mark the missing words section. This highlights knowledge. Get the class to read their own explanations and then using the OHP or whiteboard, write a full list of the other ideas and terminology used recently. The next step is for the pupils to re-write their explanation using the list of key ideas and terms which the teacher has highlighted and re-addressed. [Robert Kenney]

More bright ideas on how to assess levels of learning at the end of a lesson can be found in the Plenaries section.

More developed ideas

Using video
The guidelines provided here are for an end-of-unit assessment for a year 9 class with a wide ability range. The activity is to produce a TV broadcast about earthquakes. The pupils use textbook case studies to research their presentations. The teacher also recommends websites that have been researched in advance for quality and validity. Preparation time for rehearsals is timetabled in, then each presentation is filmed in front of a live audience. The pupils then assess each other’s presentations.
[David Beresford, Coleridge Community College, Cambridgeshire]
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Level description-based assessment criteria for an activity on deforestation
An example of how level descriptions have been adapted for a year 9 end-of-unit assessment task on deforestation in the Amazon that combines attainment in geography and citizenship. As part of the assessment feedback form, pupils are given a range of formative targets to raise achievement. This assessment task forms part of a year 9 scheme of work unit on Natural environments.
[Chris Stevens, The Minster School, Nottinghamshire]
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Assessment criteria for a year 7 local area investigation
Teacher assessment criteria and a pupil evaluation scheme based on a structured investigation of the local area.
[Stephen Smith, King Edward VI Grammar School, Essex]
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Assessment criteria for a year 7 ‘geography detective’ local issue investigation
Assessment criteria and a pupil target-setting scheme to accompany a ‘geography detective’ enquiry, in which pupils select their own local issue to investigate and then follow a route through the enquiry which prompts investigation using maps and analysis of local values and attitudes.
[Stephen Smith, King Edward VI Grammar School, Essex]
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Marking ideas
Small sheets for teacher marking, pupil marking (self-assessment and peer assessment) to stick into pupils’ books.
[Richard Davies, Brentwood County High School, Essex]
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Year 7 learning goals - volcanoes
A framework for pupils to assess their own progress as they work through a unit and identify their learning goals for the next one. As they work through the unit, pupils tick off the topics where they feel their knowledge and understanding is okay and write down any topics that still present difficulties for them at the end of the unit.
[Sue Sturman, Stroud High School, Gloucestershire]
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Sharing assessment criteria with pupils
An enquiry about changes in shops in Ross-on-Wye illustrates a way of sharing assessment criteria with pupils and differentiating levels in geographical enquiry.
[Nic Howes, The John Kyrle High School, Herefordshire]
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Level-related assessment guidance for writing a report
A guidance sheet for pupils ('How to go about this task') embarking on an account of a volcanic eruption -- What was it like when the volcano erupted? -- making reference to level-related criteria to help them progress to the next level.
[Sue Sturman, Stroud High School, Gloucestershire]
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Other information

QCA’s Assessment for learning website.

For tips on using 'traffic lighting' to pinpoint strengths and weaknesses across the subject and for individual pupils, visit the Brighton & Hove TLF website.

For guidance on assessing ICT entitlement, visit the Hertfordshire Grid for Learning website.

For performance descriptions before level 1 and at the 8 levels for pupils with learning difficulties, visit the QCA support for pupils with learning difficulties

The Staffordshire Learning Network website has new ideas on pupil-friendly ways of assessing levels of learning through using cartoon place mats for enquiry and skills, places, patterns and processes, and environmental change.

The Staffordshire Learning Network site also has ideas on progression in geography and assessment for learning.

Diagnostic and formative assessment of students a Teaching Geography article by David Leat on the assessment of pupils’ thinking and the use of target setting to improve it.

Setting targets for students a Teaching Geography article by Nic Howes on the use of target setting in key stage 3 geography.