Abstract
It is nearly two full years since the removal of National Curriculum level descriptors. History teachers are now free of the constraints which these descriptors imposed. However, this change has thrown up many questions which need answering. How are teachers to assess progress in History now that the ‘levels’ system is no more? Are there any meaningful alternatives? How can we ensure that models of assessment move in a positive direction? As Lenin once noted of the Tsarist reforms after the 1905 revolution, "we have been granted everything, and yet we have been granted nothing."
With limited clarity from government, this workshop aims to get teachers thinking about progress and progression in history in a post-levels world. It aims to unpick what ‘making progress’ in history means and offer some suggestions of ways to build rigorous, meaningful and enriching models of progression and assessment for history education.
With limited clarity from government, this workshop aims to get teachers thinking about progress and progression in history in a post-levels world. It aims to unpick what ‘making progress’ in history means and offer some suggestions of ways to build rigorous, meaningful and enriching models of progression and assessment for history education.
| Original language | English |
|---|---|
| Publication status | Unpublished - 25 Jun 2016 |
| Event | ResearchEd Rugby 2016 - Rugby Duration: 25 Jun 2016 → … |
Academic conference
| Academic conference | ResearchEd Rugby 2016 |
|---|---|
| City | Rugby |
| Period | 25/06/16 → … |