Assessment in the new primary science curriculum... A world without levels RE102 / L02
Summary
It is clear from the hundreds of submissions for Primary Science Quality Mark awards made by primary science subject leaders this year that assessment in science is a major concern. Following the sensible removal of the Science SAT in 2009 there is no doubt that assessment in science has lost its priority status in schools. Since then a new National Curriculum for science has been implemented, packed with new concepts and skills, affirming science’s position as a core subject. And, as everyone knows, children’s attainment and progress against this new programme of study for science has to be assessed ‘without levels’.
‘Assessment without levels’ sounds so straightforward, and indeed should be, but with no clear guidance from policy makers, and instead a multiplicity of messages from producers of tracking systems as well demands to produce data that show regular progress
Outcomes
These questions will be addressed:
- 1. What is the purpose of teacher assessment in science? Who and what is it for?
- 2. How can assessment be an integral part of teaching and learning?
- 3. What are the statutory requirements for reporting assessment data?
- 4. What records should be kept?
- 5. What is the sample science SAT?
- 6. How should the interim Teacher Assessment framework be used?
- 7. What support is there to help teachers make confident assessment judgements?
Notes
Actions
Cost
| State-funded school or college | Activity feeFree |
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