Moving away from criteria: Using modelling when assessing pupils

LUKE HINCHLIFFE, GOFFS CHURCHGATE ACADEMY, UK Goffs Churchgate Academy is currently rapidly expanding, with increasing numbers year on year. With an above-average number of students with identified special educational needs, there has been heavy focus on curriculum and ensuring that this is broad, balanced and challenging. As part of the review of the curriculum in geography, there was a focus on how assessment could be improved to deliver higher outcomes and improve the coherence with the curriculum. Evidence Whilst reviewing the research around assessment, it was found that the evidence that is accessible focuses on higher education, with little content on Key Stage 3 assessment. It would be useful if there was greater research on Key Stage 3 assessment, as currently this is an area that is lacking. The work by Bloxham et al. (2015) found that the level of detail used in the criteria for assessments, whilst useful for students, also had drawbacks. In particular, criteria often