Progression & Assessment
Progression and Assessment (Key Stage 3): Progression simply means ‘getting better’. History teachers need models of what progression in history looks like but many contrasting models exist and lively debates continue. All history teachers therefore need to know enough to understand those debates and join them. History teachers and history education researchers have traditions of defining and testing goals for students, debating how far these should relate to substantive knowledge and/or disciplinary thinking, researching typical routes pupils take towards them and working out optimal paths to help them get there more securely. Read more
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Assessment after levels
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Teaching History 157: Assessment
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Move Me On 156: Assessment for Learning
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Assessment and planning for progression at Key Stage 3
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Move Me On 154: Mixed Ability Groups
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Teaching History Curriculum Supplement 2014
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New, Novice or Nervous? 152: Describing Progression
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Pupil-led historical enquiry: what might this actually be?
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Using ‘Assessment for Learning' to help students assume responsibility
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Assessment of students' uses of evidence
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'Assessing Pupil Progress'
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Assessment without Level Descriptions
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Rigorous, meaningful and robust: practical ways forward for assessment
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Building and assessing learner autonomy within the Key Stage 3 history classroom
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Redrawing the Renaissance - non verbal assessment in Year 7
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Move Me On 128: Assessment without Levels
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Creating controversy in the classroom: making progress with historical significance
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Year 7 pupils collaboratively design an historical game about a medieval peasant
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A scaffold, not a cage: progression and progression models in history
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Ensuring progression continues into GCSE: let's not do for our pupils with our plan of attack
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