Understanding Assessment

Understanding Assessment SATH Conference 2013

Connecting Assessment and learning A personal perspective

Defining your Outcomes • What are the aims of your subject? • What are the specific aims of this course?

Defining your Outcomes • For the Broad General Education the Aims are defined in the Principles and Practice papers. • For SQA courses the Aims are defined in the Course Specification.

The Aims of National 5 History The main aims of the Course are to develop: • a conceptual understanding of the past and an ability to think independently • a range of skills including the ability to apply a detailed historical perspective and evaluate sources in a range of contexts • a detailed understanding of the factors contributing to, and the impact of, historical events • the skills of investigating historical events and on the basis of evidence, forming views • the skills of explaining and analysing historical events, and drawing reasoned conclusions

Defining your Outcomes • What do we mean by ‘skill’? • What do we mean by ‘knowledge’? • What do we mean by ‘understanding’?

Defining your Outcomes • What ‘skills’ do we develop in History? And at what stage do we develop them? • What ‘knowledge’ are we accessing? Do learners need depth or breadth or both? How wide and how deep at each stage?

Defining your Outcomes • For the Broad General Education the Skills, Knowledge and Understanding are defined in the Experiences and Outcomes papers. • For SQA courses the Skills are defined in the Unit Specifications. • For SQA courses the Knowledge and Understanding are defined in the Course Assessment Specification.

World War II, 1939–45 Knowledge in National 5 History

Skills in National 5 History

Unit Assessment –Measuring Skills • How can we measure each skill? • Can we measure them in isolation? • Should we measure them in isolation?

Unit Assessment –Measuring Skills • Teach the skill • Allow learners to practice the skill • Provide opportunities for them to show you that they have mastered the skill • Ask a colleague to verify that the tasks you have set provide a fair opportunity for learners to show the skill • Use the Judging Evidence Table to assess the evidence they produce

Unit Assessment –Measuring Skills • Cross mark with a colleague to verify you have applied the standards accurately and consistently • Record which task they responded to, what evidence they produced and why you agreed they had met the standard. • Send your records to SQA for external verification.

Written Tests Testing is one way of measuring outcomes. However, it measures: • The outcome • In a written form • Under pressure of time and high stakes

Written Tests • Testing is necessary for certification purposes. • Preparation for SQA exams will necessitate some testing in schools in order to help candidates perform. • Testing also provides evidence of the level of exam which the candidate should be presented for.

Written Tests If you only want to know about the skills, knowledge or understanding, then testing will only do this accurately for some learners and only some of the time.

Other methods of assessment • Presentations • Posters • Diagrams • Discussion • Performance • Re-enactment • Model • Video

Other methods of assessment • Each method has advantages and disadvantages. • However, by offering a variety of methods you ensure learners are not unnecessarily disadvantaged by the particular method. We have all met learners who know their History but for whom writing is a barrier.

Other methods of assessment • This also means you can assess as you teach. • If assessment really is FOR learning, then it must be part OF learning

Understanding the Assessment Standards National 5 History

Outcome 1 Evaluate a range of historical sources Evaluate the impact of historical developments Evaluate the factors contributing to historical developments

1.1 Evaluating the usefulness of one source in terms of its origin, purpose, content and/or context Candidates make a judgement about the usefulness of a source by making at least three points related to its origin and purpose, and/or content and/or context. Any three points will do so long as they are each a judgement about the usefulness of the source.

1.2 Interpreting the content of one source and placing it in context Candidates make a judgement about the extent to which the source provides a full description/ explanation of a given event or development. They must identify at least one point from the source and at least one point from their own knowledge. Any point which is relevant to the question is acceptable. Own knowledge does not mean recall – it could be something they have noted down in their jotter.

1.3 Comparing two sources, describing their similarities and/or differences Candidates will examine two sources in order to show three simple points or one developed point and one simple point of similarity or difference. They may compare the sources overall and in detail. The sources agree about …(simple point) Where source A says “..” and source B says “….” (developed point)

1.1 Interpreting detailed historical information Candidate puts at least three pieces of evidence into their own words from a detailed piece of historical information. Any three points which the piece of evidence provides. Historical information can be from a textbook, a DVD, a primary source, a worksheet provided by the teacher, etc.

1.2 Presenting information in a structured manner Information will be organised logically for the purpose of the question. They should identify two categories and ask them to organise the information under the categories to help answer a question.

1.2 Drawing a reasoned conclusion on the factors which contributed to a historical development Candidates should make a relevant point that goes beyond what has already been stated with clear connection to the evidence. This is really an overall judgement on an issue which must be based on the evidence they present. This will work best connected to 1.2 in the British unit.

1.3 Using evidence to support a conclusion The candidate will provide two points of supporting reasoning or supporting evidence. This should be connected to 1.2. At this level we expect that the reasons they have for reaching a conclusion is because of the evidence.

Outcome 2 Draw on and apply knowledge and understanding of complex events and themes

2.1 Describing, in detail, and mostly accurately, an event or theme Candidates will make at least three relevant, factual points or two points that are developed. These should be key points. The tank was of limited use on the Western front as it was too slow. (a simple point) It could only travel at 3-4 miles per hour. (developed point)

2.2 Explaining, in detail, an event or theme Candidates will make at least two points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas. These should be key points and may include theoretical ideas. This will normally be about cause and effect. They must show the connection between the events: “Bruce was able to defeat more of his Scottish enemies because he used his very able lieutenants to fight on his behalf”

2.3 Analysing an event or theme Candidates will identify different perspectives on the event or theme before making a judgement about it. The aim here is to think in factors. ‘To what extent did Mary Queen of Scots bring about her own downfall?’

2.3 Analysing an event or theme Candidates will identify different perspectives on the event or theme before making a judgement about it. On the one hand Mary made some poor decisions, such as becoming involved in the Babington plot. This undermined her position because .. And yet, the hatred of the Scottish lords didn’t help either. They hated her because ….

2.3 Analysing an event or theme Candidates will identify different perspectives on the event or theme before making a judgement about it. In the end, it wasn’t really Mary that was the problem, but her determination to stick to Catholicism. It wasn’t her mistakes so much as her Catholic faith that led to her downfall.

Key Messages • Have confidence that you know the content your learners will need to learn • Plan to use a variety of approaches to learning & teaching as this will provide a variety of opportunities to show the skills as part of learning & teaching • Verify the tasks at the planning stage, then cross mark a sample to verify your judgements • Use testing to prepare for the exam

Understanding Assessment