Assessment in Science

1. Assessment in Science Advice and Support

2. Contents • Type of assessment and frequency • Using the QCA ‘Assessing Progress in Science’ • Using the pupil record sheets • Evidence

3. Type of assessment and frequency • Assessment for learning approaches should be used for ‘day to day’ assessment • ‘Snapshot’ assessments are then carried out half termly using Assessing Progress in Science activities, for example, for Sc2,3 and 4 assessments • Sc1 skills assessments carried out half termly whenever specific skills have been taught • Eventually you should aim to become confident in the idea of ‘levelness’

4. Using the ‘Assessing Progress in Science’ activities • Each activity has been allocated to at least one of the QCA units – see KS1 and KS2 grids • Not all units have an activity – use an alternative activity such as ‘mind mapping’ at the beginning and end of a unit or use an end of unit test (make sure you record what they know rather than a score) • Some units have more than one activity – no need to do them all

5. Using the Pupil Record Sheets • Not compulsory! – but you should have an effective alternative in place that allows records to be passed on – one per pupil • Comprises sheets for Sc1,2,3 and 4 • Designed to be highlighted and/or circled • Allows for target-setting and report writing • Easy-view progression through the levels • Linked to ‘Assessing Progress in Science’ but can be edited to suit individual schools learning outcomes

6. Evidence • Aim to collect one piece of work that will exemplify each level that pupils are working at in your class in Sc1,2,3 and 4 – could be pupils’ written work, test papers, images and voice recordings • Cross-link these to pupil record sheets • Replace with better examples as they come up • Use these samples when carrying out moderation within your school or cluster