Assessing pupil competencies is a key part of the Change the Story project.
Most schools already have robust assessment models and procedures in place. So our purpose here is to offer additional options specific to Change the Story content which can be integrated with or adapted for existing school procedures.
Below, we offer an assessment framework, adapted by a pilot school teacher for use in their Year 6 class. Please feel free to adopt or adapt it for your own needs.
The framework is most useful to support formative written self-assessments by pupils as part of their own learning. For example, pupils tick or highlight competency statements once they had been met and use them to summarise their learning needs at that stage. In one pilot school, pupils assessed their progress against three headings:
- what went well?
- what do I need more help with?
- what can I do to improve?
Depending on the needs of the school, some pilot school teachers also added additional curriculum competencies to the framework (e.g. for English language). In one school, a list of key vocabulary was provided, to that the document used by children in effect took the form of a knowledge organiser: making the intended learning visible to pupils.
You can use pupils’ self-assessment forms to provide feedback and diagnose the needs of individual learners. They can also be drawn on for summative assessment purposes.
Assessment framework adapted for a Year 6 class
|Competences||Starting||On the way||Done really well|
|1. Investigating change||I can investigate and understand changes in the past, and how this influences the present with support.||I can investigate changes in the past and understand how these influence the present.||I can investigate and understand changes in the past, and how this has influenced the present both positively and negatively.|
|2. Understanding changemakers||I can begin to find out how people can make change happen e.g. through their behaviour, science technology and media.||I can explain how people make a change happen through their behaviour, science, technology and media.||I can investigate the climate crisis and understand how some people are influencing and making change happen in different industries.|
|3. Making change happen||I can find out how I can be part of making change happen.||I can explain how to be part of making change happen.||I can demonstrate and understanding of different approaches which I can use to make and lead change.|
|4. Working with others||I can find out how I can work with other to create a story about the future and what we can do about it.||I can work with a range of people to create an inspiring story about the future we want which tackles the climate crisis.||I can work with a range of people to create an inspiring story, that can be shared globally, about the future we want which tackles the climate crisis.|
|5. Inspiring others using digital stories||I can use digital tools that will help me to share my story with others with support.||I can use digital tools to begin to share by story with a diverse platform of people.||I can use digital tools to confidently share and communicate effectively to a range of target audiences.|