{"id":135,"date":"2017-06-09T09:34:36","date_gmt":"2017-06-09T09:34:36","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/hillheadhighenglish\/?page_id=135"},"modified":"2019-06-21T08:24:32","modified_gmt":"2019-06-21T08:24:32","slug":"assessment","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/hillheadhighenglish\/bge\/assessment\/","title":{"rendered":"Assessment"},"content":{"rendered":"<p style=\"text-align: center\"><strong>Assessment of work for Broad General Education phase<\/strong><\/p>\n<p><strong><u>Reading<\/u><\/strong><\/p>\n<p>We assess reading in the Broad General Education in a number of ways:<\/p>\n<ul>\n<li><u>Close Reading<\/u> (questions relating to increasingly complex fiction and non-fiction texts);<\/li>\n<li><u>Personal Reading<\/u> (tracked by quizzes taken on the Accelerated Reader Programme)<\/li>\n<li><u>Critical Reading<\/u> (extended critical reviews of poems, plays, novels, short stories and media texts studied as a class).<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>These assessment approaches prepare pupils for the demands Reading in the senior phase:<\/p>\n<ul>\n<li>Close Reading is assessed in Paper 1 (Reading for Understanding, Analysis and Evaluation)<\/li>\n<li>Critical Reading (writing critically about literary texts) is assessed in Paper 2<\/li>\n<li>Pupils who develop a regular Personal Reading habit reap the reward in their own writing (the Writing folio accounts for 30% of the award at Nat 5, Higher and Advanced Higher).<\/li>\n<\/ul>\n<p><strong><u>Writing<\/u><\/strong><\/p>\n<p>When we assess pupils\u2019 writing skills in the Broad General Education, we take account of their work across different genre:<\/p>\n<ul>\n<li>broadly creative pieces (personal, reflective, short stories, poems, scripts and imagined responses to literature like letters and diary entries)<\/li>\n<li>broadly discursive (reports, newspaper articles, discursive essays and persuasive writing).<\/li>\n<\/ul>\n<p>S1-S3 we look for progression in: length; complexity of ideas, structure, vocabulary and expression; and pupils\u2019 ability to write with increasing independence. These types of writing (broadly creative and broadly discursive) are a crucial part of assessment in the Senior Phase (30% at National 5, Higher and Advanced Higher).<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>Talking &amp; Listening<\/u><\/strong><\/p>\n<p>Pupils\u2019 talking &amp; listening skills are developed and assessed through traditional activities such as:<\/p>\n<ul>\n<li>group discussion (with assigned roles of chairperson, scribe, reporter and timekeeper)<\/li>\n<li>solo talks (with time to research, prompt cards, slides and questions from the audience)<\/li>\n<li>analysis of spoken texts (akin to the Listening Assessments in National 4, 5 and Higher)<\/li>\n<li>whole class discussion and questioning (a crucial part of exploring literature and non-fiction and in preparing for writing)<\/li>\n<li>reading aloud (a part in a play for example).<\/li>\n<li>debating (with formal roles of proposition and opposition, challenges in the form of \u2018points of information\u2019 and judges deciding the outcome of the debate)<\/li>\n<li>hot seating and role play<\/li>\n<li>dragon\u2019s den style competitions; circle games; poetry slams.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>We provide both written and oral feedback on pupil work.\u00a0Formal assessments (e.g. final copies of essays or notecards from a solo talk) will be attached to a\u00a0cover sheet with feedback and\u00a0kept in individual &#8216;good work folders&#8217;. Self and peer assessment approaches are also\u00a0central to our work in this aspect of learning.<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Assessment of work for Broad General Education phase Reading We assess reading in the Broad General Education in a number of ways: Close Reading (questions relating to increasingly complex fiction and non-fiction texts); Personal Reading (tracked by quizzes taken on the Accelerated Reader Programme) Critical Reading (extended critical reviews of poems, plays, novels, short stories &hellip; <a href=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/hillheadhighenglish\/bge\/assessment\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Assessment<\/span> <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":52250,"featured_media":0,"parent":62,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-135","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/hillheadhighenglish\/wp-json\/wp\/v2\/pages\/135","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/hillheadhighenglish\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/hillheadhighenglish\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/hillheadhighenglish\/wp-json\/wp\/v2\/users\/52250"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/hillheadhighenglish\/wp-json\/wp\/v2\/comments?post=135"}],"version-history":[{"count":3,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/hillheadhighenglish\/wp-json\/wp\/v2\/pages\/135\/revisions"}],"predecessor-version":[{"id":145,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/hillheadhighenglish\/wp-json\/wp\/v2\/pages\/135\/revisions\/145"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/hillheadhighenglish\/wp-json\/wp\/v2\/pages\/62"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/hillheadhighenglish\/wp-json\/wp\/v2\/media?parent=135"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}