© crown copyright 2008 assessing pupils’ progress (app) science shane clark science adviser...

© Crown copyright 2008

Assessing pupils’ progress (APP) Science

Shane Clark

Science Adviser

[email protected]


Objectives

To:

• explore how APP can support the assessment policy within a science department;

• consider how APP can be introduced and developed within science departments.


Common Focus for core subjects and ICT to:• Develop secure periodic assessment and

pupil tracking using APP and to strengthen assessment for learning.

• Support schools to strengthen periodic assessment using the Framework and building a trajectory towards two levels of progress in Key Stage 3.


APP in science – the pilot

• Involved 8 LAs and 39 schools. • Materials were trialled in schools over

three terms.• Standards Files material was gathered

from these schools.• Materials have changed over the course of

the pilot.


APP is…• based on nationally-recognised assessment

guidelines which are supported by Standards Files;

• a process whereby teachers can feel more confident about assigning levels to pupils;

• a process that supports progression in learning;• a process that supports assessment for learning

practice.


Assessment: ways of looking

Close up Standing back Public view

GEORGE BERNARD / SCIENCE PHOTO

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DAN SAMS / SCIENCE PHOTO LIBRARYTONY CRADDOCK / SCIENCE PHOTO

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Standing back(APP)

Public view(External exams)

Close up (AfL)

Day-to-day

Periodic

TransitionalTONY CRADDOCK / SCIENCE PHOTO

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DAN SAMS / SCIENCE PHOTO

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GEORGE BERNARD / SCIENCE PHOTO

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Day-to-day

Periodic

Transitional

Learning outcomes shared with pupils

Peer- and self-assessment

Immediate feedback and next steps for pupils

Broader view of progress for teacher and learner

Use of national standards in the classroom

Improvements to curriculum planning

Formal recognition of achievement

Reported to parents/carers and next teacher/school

May use moderated and validated tests/tasks

Key features


Task 1: In pairs or threes:

On each posit write a type of classroom activity that you might include in your teaching over a term.

Which of these activities do you currently use to

assess pupils’ learning?

For each of these activities – how have you ‘assessed’ it?


How does this fit in with

• day-to-day assessment• Periodic assessment• transitional assessment


Teacher Guide

Standards filesAssessmentguidelines

SLT Guide

APP materials


The Standards Files

• The Standards Files are exemplifications of national standards. These will help you reach consistent and reliable judgement about national curriculum levels in science. They are described in the appendix of the handbook.


AF1 Thinking scientificallyAF2 Understanding the

applications and implications of science

AF3 Communicating and collaborating in science

AF4 Using investigative approaches

AF5 Working critically with evidence

AF1.1 Using models for and in explanations

AF2.1 Effect of societal norms (political, social, cultural, economic) on

science

AF3.1 Using appropriate presentation skills to

enhance communication of scientific findings and

arguments

AF4.1 To effectively plan appropriate scientific

investigations.

AF5.1 Evaluation of the planning and

implementation of scientific investigations.

AF1.2 Weighing up evidence to construct

arguments and explanations

AF2.2 Creative use of scientific ideas to bring

about technological developments

AF3.2 Explaining ideas and evidence using

appropriate conventions, terminology and symbols

AF4.2 To identify and manipulate variables

within the context of an investigation

AF5.2 Consideration of errors and anomalies

(from L5)

AF1.3 The process of development of scientific ideas including the role of

the scientific community in their development.

AF2.3 Implications, benefits and drawback of

scientific and technological development of society

and the environment

AF3.3 Presenting a range of views judging any

possible misrepresentation

AF4.3 To support the gathering of evidence through collection of

precise and reliable data

AF5.3 Processing and analysing data to support

the evaluation process and draw conclusions.

AF1.4 Provisional nature of scientific evidence

AF2.4 Identification of how scientists use science in

their work

AF3.4 Scientists communicating worldwide

using conventions

AF4.4 To be aware of the risks associated with the

investigative process

AF5.4 Explanation and evaluation of evidence to

support the scientific process

Linking HSW and APP


APP is not:

• to replace all other forms of assessment;

• independent of other assessment processes;

• a portfolio per pupil;

• a test completed at regular intervals.


Which AF could be assessed by these activities?

– Doing a practical– Collecting first-hand data– Taking a table of results and deciding

how to represent the data– Making a model of a cell– Using the idea of particles to explain

how gases diffuse– Dialogue with each other or the teacher

Slide 3.7


Examples of products

• Which approaches do you use?


Task 2: making an assessment

• Consider the selection of evidence for pupil V.

• Use the grid provided to make a judgement of where the student is

• What does the teacher need to do to ensure further progression?

Pupil V video


Feedback from pilot schools

• The Royal Grammar School

• Chesham High

• Sir William Ramsay

• Mandeville


Positive Points

• Use existing activities for assessment

• Allowed for creative T+L

• Open ended tasks

• Contemporary ideas

• Challenged more able

• Allows assessment up to level 8 and EP


Positive points continued

• Built on current AfL practice

• Integrates professional judgement

• Improves understanding of levels for teachers and pupils

• Highlights gaps in SoW

• Curricular targets


Challenges

• CPD as a whole department

• Low ability pupils need more structure for open ended tasks

• Some Badger tasks questionable

• More difficult in schools with separate sciences

• Recording process


Task 3: Planning and implementing APP in your department

• What are you going to do now?• How are you going to introduce this

process into your science department?• Which teachers and which groups?• What actions?• How will you evaluate the practice and

impact?


Future support

• School networks – to support APP developments

• Central training – 3, ½ days – introducing APP– Moving on in APP– Moderation of APP

• Consultant support

© crown copyright 2008 assessing pupils’ progress (app) science shane clark science adviser...

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