• Summary
  • Contents
  • Subject index

Based on theory but with a practical dimension, the book engages readers in current critical debates about poetry teaching and its place in an assessment-driven curriculum.

Assessing Poetry
Assessing poetry

Poetry is deemed by many teachers to be ‘notoriously hard to assess’ (Andrews, 1991: 75) but if teachers (who are not generally novelists or newspaper reporters) are able to mark responses written in prose, chosen from a range of genres such as letter, diary or narrative, then should they not be able to assess poems too? This chapter investigates the reasons for perceived difficulties with poetry assessment, while offering practical advice about approaches. If practitioners lack confidence in teaching the writing of poetry, it is inevitable that that they will remain uncertain about its assessment. Teachers' attitudes to assessing poetry and the assessment frameworks of both the National Curriculum for English and the UK public examinations system are considered, together with views ...

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