Developing assessment

Key stage 3

Why is assessment important?

Assessment is an integral part of teaching and learning in history. It informs feedback to pupils about their progress in learning through history and it should include both formal and informal approaches. It also provides evidence about standards of achievement in history 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.

About the history attainment target and level descriptions

The attainment target in history sets out the knowledge, skills and understanding that pupils of different abilities and maturities are expected to have by the end of each key stage. Attainment targets consist of eight level descriptions of increasing difficulty, plus a description of exceptional performance above level 8. Each level description describes the type and range of performance that pupils working at that level should characteristically demonstrate.

The level descriptions provide the basis for making judgements about pupils' performance at the end of key stages 1, 2 and 3. The majority of pupils are expected to work at:

• levels 1-3 in key stage 1 and attain level 2 at the end of the key stage
• levels 2-5 in key stage 2 and attain level 4 at the end of the key stage
• levels 3-7 in key stage 3 and attain level 5/6 at the end of the key stage.

By indicating expectations at particular levels and by charting broad progression in the subject, the level descriptions can also inform planning, teaching and assessment.

Please note, level descriptions are not designed to be used to 'level' individual pieces of work.

Making a judgement at the end of a key stage

At the end of a key stage, teachers should judge which level description best fits the pupil's performance. Each description should be considered alongside descriptions for adjacent levels.

You will arrive at judgements by taking into account strengths and weaknesses in performance across a range of contexts and over a period of time, rather than focusing on a single piece of work.

A single piece of work will not cover all the expectations set out in a level description It will probably provide partial evidence of attainment in one or more aspects of a level description. If you look at it alongside other pieces of work covering a range of contexts you will be able to make a judgement about which level best fits a pupil's overall performance.

The aspects of the level descriptions are interrelated. Although work at levels 1 to 3 may often be based on individual aspects, work at higher levels often relates to a combination of aspects within the level description. It is for this reason that the level descriptions are designed to be considered as a whole when making judgements, rather than as separate parts.

In making a judgement, you will need to consider pupils' breadth and depth of historical knowledge, the extent to which pupils use their knowledge accurately, and their ability to select and deploy relevant knowledge and understanding. It is important to recognise where pupils are communicating knowledge and understanding effectively. In some circumstances, well-written, fluent work may hide a tendency to rely on unsubstantiated generalisations together with a lack of in-depth knowledge.

You will also need to consider the amount of support provided across the range of work, the demand of tasks and a pupil's ability to transfer skills from one activity to another. Some activities may offer more opportunities for pupils to show what they know, understand and can do than others. A pupil's performance is affected by the degree of support offered by the teacher or the activity.

You will need to consider the degree of independence shown. Independence in carrying out research and supporting conclusions, making links and in making historical judgements is an important characteristic of work at higher levels.

Your pupils will need to use a range of forms of communication to show what they can do.
In planning units of work and classroom approaches, you will need to provide opportunities for pupils to display their achievements in different ways, and to work in a range of situations, for example oral work, drama, written work, work using ICT. To achieve the highest levels, pupils need opportunities to marshal arguments and communicate effectively.

For examples of assessed pupils' work in history, and an end of key stage 3 portfolio of a pupil's work, go to the National Curriculum in Action website using this link:

Planning for assessment in history across the key stage

Planning for assessment is vital to keep the process manageable and to ensure that it helps pupils to 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 (see above). Department and school portfolios of pupils' work can help support the process of making end of key stage judgements about levels of achievement.

Examples of long-term assessment planning in history

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 to pupils helps them to understand the standards and targets they are aiming for.

Examples of medium-term assessment planning in history

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.

Examples of short-term assessment planning in history

Below are links to case studies showing different approaches used by schools to manage interim and end of key stage assessment for key stage 3 history. Note that these approaches are in part influenced by whole school policies and other contextual factors.

Progression in history

Knowledge, skills and understanding are interrelated in history.

Progression at key stages 1 and 2 is characterised by:

• asking and answering more complex questions
• making links and connections between different areas of learning
• understanding more general and specific historical concepts
• growing understanding of and proficiency in the use of historical skills
• an increasing ability to apply skills across different areas of learning
• using a greater depth and range of historical knowledge to provide more reasoned explanations
• becoming independent in learning.

Progression at key stage 3 is characterised by:

• the acquisition of an increasing range and depth of historical knowledge, and the ability to make links and connections within and across historical periods
• deepening understanding of general and specific historical concepts
• greater understanding of and proficiency in the use of historical skills
• an increasing ability to apply skills and conceptual understanding across a variety of historical contexts
• an increasing ability to communicate knowledge and understanding using language appropriately and accurately
• becoming independent in learning across a variety of situations.

Monitoring pupils' progress in key stage 3 history

There are a number of questions that could be used to measure the progress of individual pupils against knowledge, skills and understanding in key stage 3 history.

Are pupils in key stage 3 increasingly able to:

• accumulate, understand and use a body of information about people, events, situations, societies, periods, dates, ideas, beliefs, movements, and changes in the past?
• grasp outlines as well as some issues in depth, making links between these?
• make links and connections within and across historical periods?
• show an understanding of characteristic features of historical events, beliefs, attitudes, people, situations and periods?
• accumulate and understand in context general concepts, eg causation, change, and specific historical concepts, eg feudalism, democracy?
• analyse and explain the causes of events and their effects, the relationships between causes, the significance of particular causes, the motivation of and role played by individuals?
• analyse and explain changes?
• assess the significance of some factors, events or periods of history?
• pose valid historical questions and hypotheses?
• show independence when investigating questions, and use rigorous approaches to solving them?
• use and analyse a wide range of historical sources?
• analyse and explain historical interpretations?
• recall, select, classify and organise historical information?
• use historical terminology accurately?
• provide well-structured narratives, explanations and descriptions?
• communicate their knowledge and understanding of history using a wide range of techniques?