Assessing the assessment of citizenship

Abstract

This paper draws on some of the findings from a research study which examined the current structure of assessment for citizenship in secondary education in England and considers the rationale for the assessment of citizenship. The research included an empirical evaluation of citizenship assessment from the perspective of the key user groups, teachers and pupils and comprised a mixed-method approach. A questionnaire survey was sent to teachers and pupils in secondary schools across England and interviews were conducted with pupils (Years 9-11) and teachers in 18 schools around England. The data were analysed using both quantitative (descriptive and univariate statistics) and qualitative methodologies. The findings suggest that the way in which citizenship is delivered has an effect upon the means by which it is assessed and has some impact upon the way that the subject is valued. Some teachers were reluctant to use unfamiliar modes of assessment, particularly formative methods which did not result in a grade, because pupils were sceptical of the value of any subject which does not provide a 'final' mark. The creation of ideal-type teachers facilitated a deeper investigation of the way in which teachers assess citizenship and how they perceive their pupils' attitudes towards the subject. Teachers and pupils demonstrated generally positive attitudes towards citizenship education. However, their responses suggest a pervading educational ethos which values only the things that can be measured and some reluctance to believe that it is worthwhile to develop skills or abilities which do not generate a 'grade'.

‘If there’s going to be a subject that you don’t have to do …’ Findings from a mapping study of PSHE education in English secondary schools

“…Following on from this is the specific issue of assessment which illustrates how PSHE education can be devalued because it is often not formally assessed as other 'academic' subjects are (see also Richardson, 2010 for a comparison with the assessment of citizenship education). As one PSHE education lead pointed out:…”

Creative Connections: The power of contemporary art to explore European citizenship

“…Citizenship is not a compulsory part of the primary curriculum and at secondary school its content is dominated by legislation/law, making it difficult to explore the subject creatively. As previous research has found (see Richardson, 2010), the lack of coherent assessment of the subject means its value is diminished in the eyes of students and teachers.…”

Contemplating modes of assessing citizenship competences

“…In this paper we consider assessment as a special type of evaluation, and consider different instruments as modes of assessment (Dochy, 2001). To date, knowledge on student assessment in citizenship education is still preliminary, and no one way of assessing students' learning in citizenship education appears most suitable (Kerr, Keating, & Ireland, 2009;Richardson, 2010). The advantages and disadvantages of different modes of assessing students' citizenship competences are associated with the specific goals strived for.…”