Why assess learning in PSHE education?

To be successful independent learners, children and young people need regular opportunities to reflect on and identify what they have learnt, what needs to be learnt next and what they need to do to continue their learning. This may be to compare their progress against their own starting point or that of others, or to measure their progress with reference to an external standard, such as end of key stage indicators.

Teachers and other professionals also need to be clear about the progress and achievements of the children and young people they teach, and how their learning might be improved.

To enable this to happen, assessment has to be an integral part of the teaching and learning process and focus on clear learning outcomes related to the curriculum, and not on behavioural outcomes only.

When used effectively, assessment:

• helps to set clear expectations for standards and achievement
• relates closely to specified learning outcomes
• focuses on the learner rather than the teacher
• concentrates on what is learned, understood or achieved, rather than what is ‘taught’
• emphasises progress and achievement, rather than failure
• motivates learners because they become partners in the assessment process
• enables learners to become aware of the ‘how’ of their learning, as well as the ‘what’
• assesses what is valuable and relevant for the learner, and not merely what is easy to assess
• identifies strengths and how to develop them further
• identifies areas for development/weaknesses and how they might be addressed
• enables all learners to make progress, achieve and have their efforts recognised
• ensures progression in teaching and learning.

For resources on Assessment, please visit our Resources Library