Formative assessment supports student learning. However, assessment in religious education is challenging. One reason for this challenge could be that the students may be used to the summative model of assessment. Also, students learn about abstract terms and multiple interpretations in RE. This paper explores the concept of educational assessment and that of formative assessment in particular. It also critically analyses the role of formative assessment in religious education to maximize the learning outcomes for students.

Published in: London International Conference on Education (LICE-2016)

  • Date of Conference: 14-17 November 2016
  • DOI: 10.2053/LICE.2016.0048
  • ISBN: 978-1-908320-76-6
  • Conference Location: Heathrow Windsor Marriott Hotel, UK