This article suggests that a portfolio-based approach to assessing the humanities in the primary school is appropriate and outlines what this might involve. It argues for a broad interpretation of 'the humanities' and for adopting principles associated with formative assessment, where assessment is not equated with testing and a wide range of children's achievements are celebrated.
To cite this article
TONY EAUDE (2017) Assessing the Humanities in the Primary School Using a Portfolio-based Approach, FORUM, 59(2), 217-222. http://doi.org/10.15730/forum.2017.59.2.217
