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’.