Problems of assessment in religious and moral education: the Scottish case

This article is concerned with assessment issues in Religious and Moral Education (RME) offered in Scottish non-denominational schools. The analysis of the findings in this article is weighed against the framework of the new ‘3-18’ Scottish curriculum called ‘Curriculum for Excellence’ (CfE). CfE wa...

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Bibliographic Details
Authors: Grant, Lynne (Author) ; Matemba, Yonah H. (Author)
Format: Electronic Article
Language:English
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Published: Routledge 2013
In: Journal of beliefs and values
Year: 2013, Volume: 34, Issue: 1, Pages: 1-13
Further subjects:B Religious and Moral Education
B Curriculum for Excellence
B Assessment
B Scotland
Online Access: Volltext (lizenzpflichtig)
Description
Summary:This article is concerned with assessment issues in Religious and Moral Education (RME) offered in Scottish non-denominational schools. The analysis of the findings in this article is weighed against the framework of the new ‘3-18’ Scottish curriculum called ‘Curriculum for Excellence’ (CfE). CfE was introduced in primary schools in 2009 and a year later in secondary schools as replacement of the much criticised ‘5-14’ Curriculum which had been in use since 1992. It is based on qualitative data collected from schools in five Scottish local authorities between 2009 and 2011 as part of a moderation project. What is being problematised in this article is the revelation from the data about issues that impact adversely on good assessment in RME in five key areas, namely: planning, religious knowledge, progression, self and peer assessment, literacy and values. The implications of these assessment problems for effective teaching and learning in RME are analysed.
ISSN:1469-9362
Contains:Enthalten in: Journal of beliefs and values
Persistent identifiers:DOI: 10.1080/13617672.2013.759338