Teaching, Learning & Assessing Science - Monitoring attainment & progress in learning

Improving Science Education 5-14

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Teaching, Learning & Assessing Science

Monitoring attainment & progress in learning Back to Introduction
The national guidelines describe attainment targets and progression largely in terms of knowledge and understanding and skills. Pupils have an entitlement to a coherent, progressive learning experience that develops understanding of the big ideas' (strands) of knowledge and understanding and skills, not to a mechanistic coverage of every bullet point within each attainment target. The individual bullets provide pathways for developing understanding of the key ideas of each strand. They inform the teacher's choice of learning and assessment tasks. However, in assessing pupils' progress it will not always be necessary to plan to cover every bullet of a particular level to feel confident that a pupil has, over the period, shown broad competence at that level for a particular attainment outcome.
For example, Richard will have attained Level C in science when he has:
1. undertaken tasks that demonstrate skills competence at Level C (some of the skills may have been developed in other contexts such as social subjects)

2. shown understanding, over time, of the key ideas (not every bullet at that level) as identified in the knowledge and understanding strands.

Establishing a clear focus for assessment is essential Teacher observation
Environmental studies assessment exemplar
Teacher-designed tasks or tests Recording

Establishing a clear focus for assessment is essential

A realistic approach to assessment means identifying a clear focus. This will derive from the learning outcomes already planned, but not all learning outcomes will need to be assessed in every unit or topic so long as each strand is covered over time. Those chosen to be the focus of assessment can simply be highlighted on the short-term plan for the unit or topic. Progression through levels of attainment is described largely in terms of skills and knowledge and understanding of the 'big ideas'.
Teachers will therefore use their professional judgment to :-

determine precise learning outcomes for a particular topic

identify selected aspects for assessment

assign a level for identified pieces of work based on clear, shared criteria

reach a decision on an overall level of attainment.

In this way a profile of attainment will be built up over time: the selected pieces or aspects of classwork can be highlighted within the pupil's folio or jotter. This need not always be paper and pencil work. From time to time teachers might also wish to set a test to confirm their judgment of an individual's level of attainment.

Examples of assessment activities that can provide evidence of pupil progress and attainment in science include teacher observation.

Teacher observation

Observations may be made as pupils undertake activities and investigations, engage in discussions with other pupils and the teacher, plan investigations with other pupils, etc. Observations are particularly valuable in assessing the extent to which pupils have developed appropriate scientific skills and attitudes. Some of this observation will be ongoing and incidental but it can be useful to identify a particular focus for the observation, for example concentrating on the way in which pupils identify how to make the following investigation fair 'Do seeds sprout faster when it is warmer?' or, for example, listening to a group discussion of why plastic is used a lot in electrical appliances to see if they have understood the idea of conductors and insulators. Much of the ongoing observation will not be written down but notes might be kept in a notebook or diary or on a sheet for the topic, the group or for the whole class. Teacher observations should complement other assessment approaches and contribute to a much more comprehensive view of the child's learning in science.

Environmental studies assessment - skills Level C - Exemplar

Outcome - Energy and forces
Skills strand - preparing for tasks
Task - investigating the factors affecting the rate of fall of a parachute

Pupils to be assessed: ________________________________

Methods of assessment: observation and discussion with pupils when 'preparing for the task'

Pupil name

Criterion/focus for assessment: John Heather Drew Val Callum Donna

1. suggest a question for exploration

2. suggest ways of making the test fair

3. make reasoned predictions about outcome

Comments/next steps

Teacher-designed tasks or tests

Teachers will design and use a wide variety of activities in the classroom. These will have been designed to allow them to work scientifically, to develop skills, to reinforce knowledge, to show understanding and to develop positive attitudes. These activities may involve :-

completed diagrams, drawings, sketches, models or artefacts a concept map made with picture cards (for younger pupils) or key words a report to class/group or teacher pupils' skills in an enquiry task

a completed topic folder or folio of work diaries a class test pupils' answers to questions (written or oral).

audio tapes or computer discs a piece of extended writing

If work samples, portfolios and projects are to assist assessment they must remain manageable. This is achieved by keeping only the most significant items that :-

- show that a particular learning goal has been achieved: for example of a symbol drawing of a circuit at the end of a topic on electricity, an example of a review and report showing a pupil is working at Level C, an annotated drawing of a plant showing the main parts

- show progress from one level to another, for example the child is now able to plan a fair test or select the most appropriate way of recording findings

- indicate areas of weakness in knowledge or skills that will need to be addressed at a later stage

- indicate progress or understanding that is well beyond the content of the topic.

This cumulative record allows the teacher to make informed judgments over time about the progress of the child and to identify future learning experiences. It will also provide the basis for reporting to parents and other teachers. Portfolios also have a role to play in helping the teachers to review the methodologies and approaches used and to inform future planning.

Recording

Recording pupils' individual attainments should be a simple, manageable process.
Pupils can be involved in recording their marks in a sheet at the back of personal jotters/folders, or in a class file. This in effect then becomes the pupil's individual assessment record. The class file or teacher's file can also contain an overview grid showing the achievements of all pupils for a particular topic or unit. Folders or collections of work should support assessment, reporting and planning next steps.

Assessment should be an integral part of the learning and teaching process, which is shared between pupil and teacher. It should not dominate teaching and learning.

Teacher observation
Observations may be made as pupils undertake activities and investigations, engage in discussions with other pupils and the teacher, plan investigations with other pupils, etc. Observations are particularly valuable in assessing the extent to which pupils have developed appropriate scientific skills and attitudes. Some of this observation will be ongoing and incidental but it can be useful to identify a particular focus for the observation, for example concentrating on the way in which pupils identify how to make the following investigation fair 'Do seeds sprout faster when it is warmer?' or, for example, listening to a group discussion of why plastic is used a lot in electrical appliances to see if they have understood the idea of conductors and insulators. Much of the ongoing observation will not be written down but notes might be kept in a notebook or diary or on a sheet for the topic, the group or for the whole class. Teacher observations should complement other assessment approaches and contribute to a much more comprehensive view of the child's learning in science.
Environmental studies assessment - skills Level C - Exemplar Outcome - Energy and forces Skills strand - preparing for tasks Task - investigating the factors affecting the rate of fall of a parachute Pupils to be assessed: ________________________________ Methods of assessment: observation and discussion with pupils when 'preparing for the task'
	Pupil name
Criterion/focus for assessment:	John	Heather	Drew	Val	Callum	Donna
1. suggest a question for exploration
2. suggest ways of making the test fair
3. make reasoned predictions about outcome
Comments/next steps

Teacher-designed tasks or tests
Teachers will design and use a wide variety of activities in the classroom. These will have been designed to allow them to work scientifically, to develop skills, to reinforce knowledge, to show understanding and to develop positive attitudes. These activities may involve :-
completed diagrams, drawings, sketches, models or artefacts	a concept map made with picture cards (for younger pupils) or key words	a report to class/group or teacher	pupils' skills in an enquiry task
a completed topic folder or folio of work	diaries	a class test	pupils' answers to questions (written or oral).
	audio tapes or computer discs	a piece of extended writing
If work samples, portfolios and projects are to assist assessment they must remain manageable. This is achieved by keeping only the most significant items that :-
- show that a particular learning goal has been achieved: for example of a symbol drawing of a circuit at the end of a topic on electricity, an example of a review and report showing a pupil is working at Level C, an annotated drawing of a plant showing the main parts
- show progress from one level to another, for example the child is now able to plan a fair test or select the most appropriate way of recording findings
- indicate areas of weakness in knowledge or skills that will need to be addressed at a later stage
- indicate progress or understanding that is well beyond the content of the topic.
This cumulative record allows the teacher to make informed judgments over time about the progress of the child and to identify future learning experiences. It will also provide the basis for reporting to parents and other teachers. Portfolios also have a role to play in helping the teachers to review the methodologies and approaches used and to inform future planning.