Problems of assessment in religious and moral education: the Scottish case

Lynne Grant, Yonah H. Matemba

Research output: Contribution to journalArticlepeer-review

8 Citations (Scopus)


This article is concerned with assessment issues in Religious and Moral Education (RME) offered in Scottish non-denominational schools. The analysis of the findings in this article is weighed against the framework of the new 318' Scottish curriculum called Curriculum for Excellence' (CfE). CfE was introduced in primary schools in 2009 and a year later in secondary schools as replacement of the much criticised 514' Curriculum which had been in use since 1992. It is based on qualitative data collected from schools in five Scottish local authorities between 2009 and 2011 as part of a moderation project. What is being problematised in this article is the revelation from the data about issues that impact adversely on good assessment in RME in five key areas, namely: planning, religious knowledge, progression, self and peer assessment, literacy and values. The implications of these assessment problems for effective teaching and learning in RME are analysed.
Original languageEnglish
Pages (from-to)1-13
JournalJournal of Beliefs & Values
Issue number1
Publication statusPublished - 1 Apr 2013


  • Religious and Moral Education
  • Scotland
  • Curriculum for Excellence
  • assessment


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