Mary Hill

This article draws on an empirical study that suggests useful practical strategies for representing progression in history, especially regarding historical empathy. It also demonstrates how teachers can both guide and involve students in working with these representations, thereby encouraging students to make sense of, and gauge, their own progress. In doing so it sets out the case for educators having better knowledge of progression in the learning of historical concepts and better ways of showing that progression.

Research into primary teachers’ assessment and recording practices highlights three approaches to classroom assessment. These are analysed to show how they contribute to both formative and summative assessment. The findings suggest that accountability demands in self-managing schools, along with school policies, have directed teachers towards more summative practices at the expense of improving learning. Strategies for enhancing learning through revising school and classroom assessment practices are suggested.