Assessment Levels & Literacy

Trying to rework assessment levels around concept of literacy. Have been considering QCA ones (what happens now? Where do our assessment levels come from?)

Level 3

Students may just state an idea without providing a full description of the event/object/symbol/concept. Key terms may rarely be used. Ideas will not be set within a bigger wider context of the religion.

e.g. Baptism happens when a baby is born.

e.g. The Cross is a symbol of Christianity

 

Level 4

Students describe ideas more than they explain them. They describe ideas without fully developing them in relation to the religion or the question. There is a basic understanding of key terms and ideas are expressed simply.

e.g. Baptism is an event which takes place for new born Christians

e.g. Jesus died on the Cross which is why it is a symbol for Christians

 

Level 5

Students are able to explain ideas rather than just describing them. They begin to use key phrases and terminology to show that their ideas are more developed.

e.g. Baptism is a rite of passage for new born children which welcomes them into the Christian faith.

e.g. The Cross is a symbol for Christians as it reminds them of the religious sacrifice of Jesus’ death

 

Level 6

Students begin to sound confident in their expression of ideas. Key terminology is found throughout the piece. Ideas are understood in a larger context of either the question or of religion, though not fully developed.

e.g. Child baptism is a rite of passage for babies joining the Christian faith. This provides the child with a sense of belonging to a larger community of baptised people, developing a Christian identity.

e.g. The Cross is a key reminder to Christians of the key beliefs of their faith – that Jesus died for their sins. However Christians do not focus just on the death of Jesus but also consider his resurrection.

 

Level 7

Students express their ideas well and confidently sing many key terms and express their answer eloquently, often using terminology. Students will consider a range of ideas as well as beginning to come to a reasoned agreement in relation to the question asked.

e.g. Child baptism is a rite of passage for new born babies who are being welcomed into the Christian faith. However, this is not an active choice on the part of the child. Instead it will have been developed as a rite of passage for the baby by the parents. So some may argue that only adult baptisms are acceptable because an adult has more knowledge and is able to make a more informed choice about lifestyle than a baby can.

e.g. The Cross becomes a key focus of Christian belief, although Catholics and Protestants will vary in their discussion of whether the resurrection or the death of Jesus were the key elements of the event of the Cross. Some may argue however that people need to think about all of Jesus’ teachings, like the Good Samaritan and forgiveness/love, as well rather than just focusing on the event of the Cross.

 

 


 

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2 thoughts on “Assessment Levels & Literacy

  1. not sure if literacy can actually prescribe the levels – otherwise what has happened to the USP of RE? but as descriptors of what students can aim to do they are very useful. i suppose i might question whether a little knowledge can be explained in a more complex way – but perhaps more actual knowledge would be needed to deal with the complexity. I’ll see if I can attach Presdales attempts to deal with levels – we lead on describe (4), explain (5) – make simple links between actions and meanings / analyse (6) – explain links between actions and meanings in different ways, eg analyse baptism in terms of commitment, covenant and identity / synthesise (7) – draw together the ideas in the analysis, and so on http://presdalesre.edublogs.org/files/2008/08/level-shapes-diagram-2010-A4.pdf
    see if this link gets you to our (over) simplified explanation.

    • I think the diagrams really work as explanation – over the next week i will hopefully pull together some written examples for those levels (it may be that you already have some!)

      The other benefit of those is that whilst it recognises the use of language, it also recognises the need for detailed understanding of a concept in RE in order to pull out the deeper meaning.

      Thinking of the higher end work, do you have any examples of Level 8/EP work? We are currently working on that and running into some grey areas! On the mentor panel I will also start up a forum on what it means to be gifted and talented/EP in RE.

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