1. Pupils need to understand what is asked, and have 2 or 3 stabs at it.
Criteria for learning will be simple and shared with pupils, flexible and comprehensible
Learning activities need to be varied and stimulating: make assessment from a ‘best task’
Modelling for all pupils enables them to see where they are going
Peer and self assessment raises awareness of the skills RE needs
Feedback is effective in raising standards by being well targeted to next steps
Balance of teacher feedback & pupils’ self awareness leads to progress
Teaching is flexible in responding to what pupils can actually do
Assessment for learning in Religious Education: What does it mean for teachers?