Hampshire Inspection and Advisory Service

1. Hampshire Inspection and Advisory Service Richard Aplin richard.aplin@hants.gov.uk Dave Whittle david.whittle@hants.gov.uk Frank Fearn frank.fearn@hants.gov.uk Dave Dupont david.dupont@hants.gov.uk Pauline Patterson pauline.patterson@hants.gov.uk Applying the experiential model to assessment

2. Assessment drives teaching and learning…….we value what is assessed

3. Our aims: • Focus teaching and learning upon ‘finding explanations’ • Develop AfL practice to help students get better.

4. We believe there is no alternative to …….. open ended investigations, where the pupil does not know the answer to the problem, where there are different ‘routes’ to the solution, where data is ‘messy’ so pupils need to make their own decisions. (Ros Roberts and Richard Gott, Education in Science, 230, Nov 2008)

5. The experiential model of professional development

6. Great fun…. …. but where’s the improvement?

7. Practice alone did not lead to much improvement

9. Progression in science – our foundations • There are some powerful ideas that help us ‘find explanations’, we want students to learn to use them. • We want students to have available an increasing number of these ideas and use them increasingly effectively in ‘finding explanations’.

10. What are the ideas how should students use these ideas to tackle problems? Deductive reasoning Inductive reasoning Applying conceptual ideas and models to make predictions and hypothesise • Applying ideas about evidence, to gather good enough evidence, and evaluate ideas drawn from evidence. • Skills required to organise and interpret evidence

11. Confidently uses important ideas to tackle complex problems Begins to use important ideas to tackle complex problems Confidently uses important ideas in tackling problems Begins to use important ideas in tackling problems

12. Students take the line of least resistance • Blood splats! • Students compare crime scene splats with splats caused by different implements and identify the likely weapon……. Not complex • Students shown blood splats on the floor and asked to try and give the police some idea about how tall the villain was….. Potentially complex.

13. The model of progression has: • Helped teachers plan more engaging and challenging lessons. • Supported teachers in judging the quality of what students do. • Made more apparent what students can’t do and therefore helped to identify next steps.

14. AfL and the experiential model • When identifying next steps in learning approach it from the point of view of a scientist. (Scientists try and ‘find explanations’) • How would you tackle this piece of work differently from this student? • What is it that is holding this student back? • What needs to happen next?

15. How does the height of a ramp affect the speed of a trolley?

17. What have we found out here?

18. Next steps: • Consideration of methods to reduce measurement errors in such an investigation, such as using data loggers and light gates. • Graph extrapolation exercises to predict results from an established relationship between two variables

19. Challenges • Time for teachers to work together! • Incorporating APP • How do we measure creativity in science?