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Assessment in Science. Advice and Support. Contents. Type of assessment and frequency Using the QCA ‘Assessing Progress in Science’ Using the pupil record sheets Evidence. Type of assessment and frequency. Assessment for learning approaches should be used for ‘day to day’ assessment

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assessment in science

Assessment in Science

Advice and Support

contents
Contents
  • Type of assessment and frequency
  • Using the QCA ‘Assessing Progress in Science’
  • Using the pupil record sheets
  • Evidence
type of assessment and frequency
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’
using the assessing progress in science activities
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
using the pupil record sheets
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
evidence
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
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