primary science assessment
TRANSCRIPT
Aims: To develop effective practice of
assessment strategies in primary science.
Learning Outcomes:•Enhanced understanding of how different
assessment strategies (formative,
summative) can be used to raise pupils’
progress and attainment;
•Greater awareness of whole-school tracking
systems.
Warming up
What does outstanding assessment
look like?Drawing on excellent subject knowledge, teachers plan astutely and set challenging tasks based on systematic, accurate assessment of pupils’ prior skills, knowledge and understanding.
Teachers systematically and effectively check pupils’ understanding throughout lessons.
Marking and constructive feedback from teachers and pupils are frequent and of a consistently high quality, leading to high levels of engagement and interest.
What moves children’s learning forward?
Formative Assessment (AfL)
“(...) isn’t just about strategies to ascertain current knowledge – formative assessment happens after the finding out has taken place. It’s about furthering student learning during the learning process” (Clarke, 2005, p.1)
AfL specific to Science
• Encouraging analytical thinking – self-assessment encourages pupils to be ‘constantly involved in the scientific process and their role within it’.
For example, one child commented, ‘My graph shows that the greater the number of layers, the greater the thermal insulation’. This leads naturally to the next question for investigation: Does the thickness of the layers make a difference?
AfL specific to Science (cont’d)
• Prompting scientific thought and activity through questioning - Questioning is an important feature of science talk.
• Eliciting scientific misconceptions - Concept cartoons can prompt questions that motivate investigative work in science. Learning journals allow pupils to record their misconception and chart progress through an investigation, evidencing shifts in understanding and showing the resolution of misconceptions.
AfL specific to Science (cont’d)
• Supporting children in developing scientific language – children should have the chance to share information; contribute, consider and respect other opinions; express clear reasoning; develop their presentation skills (beyond writing!) .
• It is important to highlight language in science learning by explicitly teaching pupils how to talk about natural phenomena in a scientific way.
Assessment Strategies
• Card Sort
• Cartoon strip sequences
• Classifying and grouping
• Concept cartoons
• Concept maps
• Drawing and annotated diagrams
• KWL grid
• Generating questions
Assessing Children’s Progress
How does it work in your school?
Assessment @ St Luke’s...
• Levelled statements updated at the end of every unit / half-term;
•Colour-coded sheet / Target tracker
Any other alternatives?
Assessment MonitoringGroups of children on track - SAMPLE
Assessment MonitoringKeep an eye on Year 6! (Sample Sats Papers)
Reporting to Senior StaffDescriptive Reflective
Describes what
happened, supported
by evidence. No
analysis of impact
against action plan
aims.
Describes what
happened and why,
supported by
evidence which has
been carefully
selected and
annotated. Beginning
to analyse impact
that actions have had
on colleagues and
children, with some
reference to aims.
Some reference to
future.
Uses evidence to
analyse impact of
actions on
colleagues, children
and self, with clear
reference to original
aims. Some self –
questioning evident.
Next steps identified.
Uses evidence to
analyse impact
against aims and also
unexpected
outcomes at
institutional and
personal level.
Relates evaluation to
broader issues and
also challenges own
assumptions. Next
steps clearly outlined.
Questions you should be able to answer
•What are the current standards of work in different year groups? How do you know? •What strategies need to be put in place to support those underachieving or exceeding expectations?•How good is pupils’ progress? Do you have any value added data?•How good is the progress of G & T, ethnic minority pupils and those with SEN?•What is the quality of teaching in your subject? How do you know?•What have you done to improve the quality of teaching?•What evidence do you have on the quality of teaching and learning? (e.g. Learning walks, pupils interviews, lesson observation, book and planning monitoring, etc)•How is your staff being developed (CPD)? Is it individualized? What strands need to be focused (SC1 vs Specialist knowledge)?
Feedback
Please complete the evaluation form.
Thanks for coming!