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Assessment in science education
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Assessment in science education

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  • 1. Assessment for Learning
  • 2. Evaluation
    • 'Evaluation' is placing a value on something - determining whether it is good or bad, whether it is of high or low quality.
    • We evaluate both students' learning and our own teaching.
  • 3. Assessment
    • 'Assessment' is measurement of something. Assessment is what provides the evidence that we use to evaluate.
  • 4. Purposes of Assessment
    • School assessment has a number of purposes. Some of these are socially important but peripheral to real learning, like ranking students to decide who does and does not get a place at university
    • Increasingly assessment is also used to judge teacher performance
  • 5. Assessment for Learning
    • Other purposes of assessment are central to learning
    • We want to focus on the use of assessment to promote learning
  • 6. Summative and Formative
    • 'formative' assessment - on-going and is used to both make judgements about students' progress and about the teaching, so that the teaching can be adapted to improve learning.
    • 'summative' assessment - at the end of a unit or course - 'sums up' what the student has learned.
    • Both kinds of assessment are important.
  • 7. Repertoire
    • Like pedagogy, assessment is a matter of expanding your professional repertoire
    • It's not about choosing one, or three, assessment strategies and using them all the time, it's about having a wide variety of possible forms of evidence about the ways in which students are learning
  • 8. Assessment and Metacognition
    • Ideally, completing assessment tasks or being assessed in other ways (e.g. through teacher observations or conversations) is in itself a learning experience for students rather than something separate
  • 9. Assessment in Science Education
    • Assessment of scientific knowledge
    • Assessment of thinking skills and habits of mind
    • Assessment of practical and process skills
    • Assessment of beliefs and attitudes?
  • 10. Performance Assessment
    • Observation of a student completing a task
    • Can include 'think-aloud' protocols
    • Can include video or photographic evidence
  • 11. Self and Peer Assessment
    • Students can generate evidence about their own and others' learning
    • Learning to make judgements about learning is:
      • Metacognitive
      • Higher order thinking (evaluation)

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