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Assessing the new KS3 science PoS. ; l;l;l Catharine Par’;’;kes - NFER. Interpretation of ideas behind the new PoS. Less constrained by content to specific levels and KSs More everyday science, using real life situations Science as a human activity across all walks of life

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Assessing the new KS3 science PoS

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Assessing the new KS3 science PoS

;l;l;l

Catharine Par’;’;kes- NFER


Interpretation of ideas behind the new PoS

  • Less constrained by content to specific levels and KSs

  • More everyday science, using real life situations

  • Science as a human activity across all walks of life

  • How science impacts on everyday life

  • Collaboration across different disciplines

  • As a method of learning

  • Looking at the sufficiency of evidence in contemporary and historical contexts


  • Being able to evaluate methods and data sets

  • Peer review

  • Importance of communicating results to others

  • Science as a creative discipline

  • Science in the media

  • Training people that use science principles

  • Ethical dimensions of science

  • Cultural dimensions in science


How can you assess this type of curriculum?

  • Use a variety of familiar and unfamiliar contexts.

  • Look at what the PoS implies.

  • Real – life contexts that challenge their real- life experiences, from both inside and outside the classroom


What is assessment?

  • Finding out information about another person

    • On where they are after learning has occurred (summative )

    • At any point in the learning cycle to give you information as to where to pitch the next sequence of learning (formative)


The assessment continuum

Informal Formal


Magnetism at KS3

  • Which part(s) of the new PoS could be assessed using magnets as a context?


The Earth as a magnet

Geographic North pole

Magnetic North pole over time

http://kenai.fws.gov/overview/notebook/2004/sept/3sep2004.htm


Task

  • Using the context your group has been given, have a go at writing some questions based around it.

  • Assess aspects of the new PoS.

  • Vary the item types - open response, multi-choice, matching, sequencing steps, graphs, filling tables, keys.


Contact details

Catharine Parkes

NFER

The Mere, Upton Park

Slough, SL1 2DQ

Email: c.parkes@nfer.ac.uk

Telephone: 01753 637133

web: www.nfer.ac.uk


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