The History Impact - How we know what has been learnt
Assessment of history at New Close is a multi- facetted approach. We need to recognise the limits of placing any summative judgement against the children’s knowledge of history because the validity of this data is relatively low. We equally need to be wary of purely looking at the outcomes from within a lesson, and judge the performance of children, rather than what has been committed to long-term memory. Because key historical knowledge is unlikely to be revisited, the vast majority of our efforts within assessment should be towards responsive teaching, in order that misconceptions and are addressed at the point they are made. However we can use our ‘Need to Know’ facts as a barometer to assess long-term learning.
Formative Assessment / Responsive Teaching:
· Verbal responses from pupils within the lesson
Written outcomes from the pupils’ work
Retrieval practice at the start of each lesson
Multiple choice quizzes after a period of time
Mind-maps after a period of time
Comparison of work with exemplification
Pupil interviews about topics covered
Teacher judgement against historical skills progression
It is important that when assessing our impact, we refer back to the aims of both the National Curriculum and of our own curriculum. Whilst the assessment of knowledge and skills are addressed above, it is important we also look at how our teaching has led to achieve the school aims and the by the time pupils leave year 6 they have:
- A wider variety of skills linked to historical knowledge and understanding,
- A richer vocabulary which will enable to articulate their understanding of taught concepts.
- High aspirations, which will see them through to further study, work and a successful adult life.
- A curiosity for the world around them which will enable them to be inquisitive and question new concepts which come their way