Is self-assessment in religious education unique?

Journal article

This paper addresses the question: is self-assessment in religious education unique? It first presents an overview of some challenges for assessment from subject differences, and then reviews the generic literature on self-assessment. It builds on earlier empirical research on self-assessment in religious education, carried out in an English state secondary school; this was used to propose a variant of self-assessment which is tailored to the demands of religious education – reflexive self-assessment. Its implications for more general understandings of the relationship between subject pedagogy and self-assessment are discussed, especially the recognition of values not only in religious education but in other subjects too, reinforcing the need to develop subject-specific variants of self-assessment that reflect the breadth of learning outcomes.

Authors: Brooks, V; Fancourt, N

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: Taylor and Francis
• Journal: British Journal of Religious Education
• Volume: 34
• Issue: 2
• Pages: 123-137
• Publication date: 2011-10-19
• DOI: 10.1080/01416200.2011.614747
• EISSN: 1740-7931
• ISSN: 0141-6200
• Keywords: values; subject differences; SBTMR; religious education; reflexive self-assessment