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ScienceShare.co.uk Shared Resource
ScienceShare.co.uk Shared Resource
ScienceShare.co.uk Shared Resource
ScienceShare.co.uk Shared Resource
ScienceShare.co.uk Shared Resource
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  • 1. Assessing pupils’ progress in science at Key Stage 3: Assessment guidelines
  • 2. Assessing pupils’ progress in science at Key Stage 3: Assessment guidelines First published in 2009 Ref: 00067-2009BKT-EN
  • 3. Disclaimer The Department for Children, Schools and Families wishes to make it clear that the Department and its agents accept no responsibility for the actual content of any materials suggested as information sources in this publication, whether these are in the form of printed publications or on a website. In these materials icons, logos, software products and websites are used for contextual and practical reasons. Their use should not be interpreted as an endorsement of particular companies or their products. The websites referred to in these materials existed at the time of going to print. Please check all website references carefully to see if they have changed and substitute other references where appropriate. BAHSON COLOUR PRINT LTD 01-2009
  • 4. APP science assessment guidelines: levels 7 and 8 Name…………………................................................ AF1 – Thinking scientifically AF2 – Understanding the applications AF3 – Communicating and collaborating AF4 – Using investigative approaches AF5 – Working critically with evidence and implications of science in science Level 8 Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical situations pupils: situations pupils: situations pupils: situations pupils: situations pupils: or • Describe or explain processesdetail, ways in which the values of • Critically evaluate information for phenomena, logically and in • Describe influence the nature of the a society and evidence from various • Justify their choice of strategiesscientific • Propose scientific explanations investigating different kinds of for unexpected observations or © Crown copyright 2009 making use of abstract ideas and science developed in that society or sources, explaining limitations, questions, using scientific knowledge measurements, making allowances for models from different areas of science period of history misrepresentation or lack of balance and understanding anomalies • Select and justify an appropriate • Evaluate the effects of scientific or • Present robust and well structured • Choose and justify data collection • Process data, including using multi-step approach to evaluating the relative technological developments on society explanations, arguments or counter methods that minimise error, and calculations and compound measures, importance of a number of different as a whole arguments in a variety of ways produce precise and reliable data to identify complex relationships factors in explanations or arguments • Explain the unintended consequences • Suggest the specialisms and skills • Adapt their approaches to practical work between variables • Analyse the development of scientific that may arise from scientific and that would be needed to solve to control risk by consulting appropriate • Critically interpret, evaluate and theories through the emergence of technological developments particular scientific problems or to resources and expert advice synthesise conflicting evidence new, accepted ideas and evidence • Make balanced judgements about generate particular new scientific or • Suggest and justify improvements particular scientific or technological technological developments to experimental procedures using developments by evaluating the detailed scientific knowledge economic, ethical/moral, social or and understanding and suggest cultural implications coherent strategies to take particular investigations further      Level 7 Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical situations pupils: situations pupils: situations pupils: situations pupils: situations pupils: • Make explicit connections between or ideas that data can be abstract ideas and/or models in • Suggest ways in which scientific and • Explain how information or evidence • Formulate questionsby synthesising technological developments may be from various sources may have been can be investigated • Explain howways and howinterpreted in different unexpected explaining processes or phenomena influenced manipulated in order to influence information from a range of sources outcomes could be significant systematic • Employ athe relative approach in of • Explain how scientific discoveries can interpretation in relationships deciding importance change worldviews • Identify key variableswhycomplex contexts, explaining some • Identify quantitativeusing them to between variables, a number of scientific factors when • Effectively represent abstract ideas using appropriate symbols, flow cannot readily be controlled and inform conclusions and make further explaining processes or phenomena • Suggest economic, ethical/moral, social or cultural arguments for and diagrams and different kinds of planning appropriate approaches to predictions • Explain how different pieces of against scientific or technological graphs in presenting explanations and investigations to take account of this • Assess the strength of evidence, evidence support accepted scientific developments arguments • Explain how to take account of sources deciding whether it is sufficient to ideas or contribute to questions that • Explain how creative thinking in science • Explain how scientists with different of error in order to collect reliable data support a conclusion science cannot fully answer and technology generates ideas for specialisms and skills have contributed • Recognise the need for risk assessments • Explain ways of modifying working • Explain the processes by which ideas future research and development to particular scientific or technological and consult, and act on, appropriate methods to improve reliability and evidence are accepted or rejected developments sources of information by the scientific community      BL      IE Assessing pupils’ progress in science at Key Stage 3: assessment guidelines The National Strategies | Secondary      Key: BL-Below Level IE-Insufficient Evidence 1 00067-2009BKT-EN Overall assessment (tick one box only) Low 7  Secure 7  High 7  Low 8  Secure 8  High 8 
  • 5. 2 APP science assessment guidelines: levels 6 and 7 Name…………………................................................ AF1 – Thinking scientifically AF2 – Understanding the applications AF3 – Communicating and collaborating AF4 – Using investigative approaches AF5 – Working critically with evidence and implications of science in science Level 7 Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical situations pupils: situations pupils: situations pupils: situations pupils: situations pupils: 00067-2009BKT-EN • Make explicit connections between that can be data can be abstract ideas and/or models in • Suggest ways in which scientific and • Explain how information or evidence • Formulate questions or ideasinformation • Explain howways and howinterpreted technological developments may be from various sources may been investigated by synthesising in different unexpected explaining processes or phenomena influenced manipulated in order to influence from a range of sources outcomes could be significant systematic • Employ athe relative approach in of • Explain how scientific discoveries can interpretation in relationships deciding importance change worldviews • Identify key variableswhycomplex contexts, explaining some cannot • Identify quantitativeusing them to between variables, a number of scientific factors when • Effectively represent abstract ideas using appropriate symbols, flow readily be controlled and planning inform conclusions and make further explaining processes or phenomena • Suggest economic, ethical/moral, social or cultural arguments for and diagrams and different kinds of appropriate approaches to investigations predictions • Explain how different pieces of against scientific or technological graphs in presenting explanations and to take account of this • Assess the strength of evidence, evidence support accepted scientific developments arguments • Explain how to take account of sources of deciding whether it is sufficient to ideas or contribute to questions that • Explain how creative thinking in science • Explain how scientists with different error in order to collect reliable data support a conclusion science cannot fully answer and technology generates ideas for specialisms and skills have contributed • Recognise the need for risk assessments • Explain ways of modifying working • Explain the processes by which ideas future research and development to particular scientific or technological and consult, and act on, appropriate methods to improve reliability and evidence are accepted or rejected developments sources of information The National Strategies | Secondary by the scientific community      Level 6 Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical situations pupils: situations pupils: situations pupils: situations pupils: situations pupils: • Use abstract ideas or models or how different knowledge and based on scientific multiple factors when explaining • Describeof scientific anddecisions on • Identify lack of balance in theor evidence • Apply scientificin the planning of the uses technological presentation of information understanding • Suggest reasonsunderstanding for knowledge and processes or phenomena developments may be made in to communicate investigations, identifying significant any limitations or inconsistencies in different economic, social or cultural variables and recognising which are evidence collected • Choose formsquantitative data qualitative or • Identify the strengths and weaknesses of particular models contexts appropriate to the data and the independent and which are dependent • Select and manipulate data and evidence • Explain how societies are affected by purpose of the communication • Justify their choices of data collection information and use them to contribute particular scientific applications or method and proposed number of to conclusions • Describe someorscientificparticular that supports refutes and ideas or arguments, including those in ideas observations and measurements • Distinguish between data sources, information from primary conclusions development • Drawthe evidence that are consistent with they have collected • Describe how particular scientific or technological developments have secondary sources and simulations, and • Collect data choosing appropriate present them in the most appropriate ranges, numbers and values for and explain them using scientific • Explain how new scientific evidence is discussed and interpreted by the provided evidence to help scientists form measurements and observations knowledge and understanding scientific community and how this may pose and answer further questions valid lead to changes in scientific ideas Describe how aspects of science are • Independently recognise a range of • Makedata comments on the quality of familiar risks and take action to control their Assessing pupils’ progress in science at Key Stage 3: assessment guidelines • applied in particular jobs or roles them      BL      IE      Key: BL-Below Level IE-Insufficient Evidence Overall assessment (tick one box only) Low 6  Secure 6  High 6  Low 7  Secure 7  High 7  © Crown copyright 2009
  • 6. APP science assessment guidelines: levels 5 and 6 Name…………………................................................ AF1 – Thinking scientifically AF2 – Understanding the applications AF3 – Communicating and collaborating AF4 – Using investigative approaches AF5 – Working critically with evidence and implications of science in science Level 6 Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical situations pupils: situations pupils: situations pupils: situations pupils: situations pupils: • Use abstract ideas or models or how different knowledge and based on scientific multiple factors when explaining presentation of information understanding • Describeof scientific anddecisions on • Identify lack of balance in theor evidence • Apply scientificin the planning of the uses technological • Suggest reasonsunderstanding for knowledge and © Crown copyright 2009 processes or phenomena developments may be made in to communicate investigations, identifying significant any limitations or inconsistencies in different economic, social or cultural variables and recognising which are evidence collected • Choose formsquantitative data qualitative or • Identify the strengths and weaknesses of particular models contexts appropriate to the data and the independent and which are dependent • Select and manipulate data and evidence • Explain how societies are affected by purpose of the communication • Justify their choices of data collection information and use them to contribute particular scientific applications or method and proposed number of to conclusions • Describe someorscientificparticular that supports refutes and ideas or arguments, including those in ideas observations and measurements • Distinguish between data sources, information from primary conclusions development • Drawthe evidence that are consistent with they have collected • Describe how particular scientific or technological developments have secondary sources and simulations, and • Collect data choosing appropriate present them in the most appropriate ranges, numbers and values for and explain them using scientific • Explain how new scientific evidence is discussed and interpreted by the provided evidence to help scientists form measurements and observations knowledge and understanding scientific community and how this may pose and answer further questions valid lead to changes in scientific ideas Describe how aspects of science are • Independently recognise a range of • Makedata comments on the quality of familiar risks and take action to control their • applied in particular jobs or roles them      Level 5 Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical situations pupils: situations pupils: situations pupils: situations pupils: situations pupils: models or • Use abstract ideas orwhen describing • Describe different viewpoints a range • Distinguish between opinion and • Recognise significant variables in • Interpret data in a variety of formats, more than one step of people may have about scientific or scientific evidence in contexts related investigations, selecting the most recognising obvious inconsistencies processes or phenomena technological developments to science, and use evidence rather suitable to investigate • Provide straightforward explanations or phenomena, • Indicate how scientific or technological than opinion to support or challenge particular pieces of for differences in repeated observations scientific arguments • Explain processes to problems or suggest solutions developments may affect different • Explain whyor information sources are equipment or measurements answer questions by drawing on groups of people in different ways • Decide on the most appropriate appropriate for the questions or ideas conclusions abstract ideas or models Identify ethical or moral issues formats to present sets of scientific under investigation • Draw valid one piece of that utilise more than supporting Recognise scientific questions that do • linked to scientific or technological data, such as using line graphs for Repeat sets of observations or evidence, including numerical data and • not yet have definitive answers developments continuous variables • measurements where appropriate, line graphs • Identify the use of evidence and • Link applications of science or • Use appropriate scientific and selecting suitable ranges and intervals • Evaluate the effectiveness of their creative thinking by scientists in the technology to their underpinning mathematical conventions and • Make, and act on, suggestions to working methods, making practical development of scientific ideas scientific ideas terminology to communicate abstract control obvious risks to themselves suggestions for improving them ideas and others • Suggest how collaborative approaches to specific experiments or investigations may improve the evidence collected      BL      IE      Assessing pupils’ progress in science at Key Stage 3: assessment guidelines The National Strategies | Secondary Key: BL-Below Level IE-Insufficient Evidence Overall assessment (tick one box only) Low 5  Secure 5  High 5  Low 6  Secure 6  High 6  3 00067-2009BKT-EN
  • 7. 4 APP science assessment guidelines: levels 4 and 5 Name…………………................................................ AF1 – Thinking scientifically AF2 – Understanding the applications AF3 – Communicating and collaborating AF4 – Using investigative approaches AF5 – Working critically with evidence and implications of science in science Level 5 Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical situations pupils: situations pupils: situations pupils: situations pupils: situations pupils: 00067-2009BKT-EN models or • Use abstract ideas orwhen describing • Describe different viewpoints a range • Distinguish between opinion and • Recognise significant variables in • Interpret data in a variety of formats, more than one step of people may have about scientific or scientific evidence in contexts related investigations, selecting the most recognising obvious inconsistencies processes or phenomena technological developments to science, and use evidence rather suitable to investigate • Provide straightforward explanations or phenomena, • Indicate how scientific or technological than opinion to support or challenge particular pieces of for differences in repeated observations scientific arguments • Explain processes to problems or suggest solutions developments may affect different • Explain whyor information sources are equipment or measurements answer questions by drawing on groups of people in different ways • Decide on the most appropriate appropriate for the questions or ideas conclusions abstract ideas or models Identify ethical or moral issues formats to present sets of scientific under investigation • Draw valid one piece of that utilise more than supporting Recognise scientific questions that do • linked to scientific or technological data, such as using line graphs for Repeat sets of observations or evidence, including numerical data and • not yet have definitive answers developments continuous variables • measurements where appropriate, line graphs • Identify the use of evidence and • Link applications of science or • Use appropriate scientific and selecting suitable ranges and intervals • Evaluate the effectiveness of their creative thinking by scientists in the technology to their underpinning mathematical conventions and • Make, and act on, suggestions to working methods, making practical development of scientific ideas scientific ideas terminology to communicate abstract control obvious risks to themselves suggestions for improving them ideas and others Suggest how collaborative The National Strategies | Secondary • approaches to specific experiments or investigations may improve the evidence collected      Level 4 Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical situations pupils: situations pupils: situations pupils: situations pupils: situations pupils: some simple positive and is appropriate patterns in data presented in • Use scientific ideas when describing • Describe consequences of scientific and • Select appropriate ways of presenting • Decide wheninitinvestigations to carry • Identifyformats, including line graphs simple processes or phenomena negative scientific data out fair tests various • Use simple models to describe scientific technological developments • Use appropriate scientific forms of • Select appropriate equipment or straightforward conclusions ideas applications of specific language to communicate scientific information sources to address specific • Drawpresented in various formats from data • Recogniseideas phenomena scientific is • Identifysupport orevidence thator being scientificaspects of science used within ideas, processes ormathematical questions or ideas under investigation • Identify scientific evidence they have used to refute ideas and arguments • Identify jobs or roles particular • Use scientificwhen communicating • Make sets of observations orthe ranges used in drawing conclusions conventions measurements, identifying information or ideas and intervals used • Suggest improvements to their working methods, giving reasons • Identify possible risks to themselves and others Assessing pupils’ progress in science at Key Stage 3: assessment guidelines      BL      IE      Key: BL-Below Level IE-Insufficient Evidence Overall assessment (tick one box only) Low 4  Secure 4  High 4  Low 5  Secure 5  High 5  © Crown copyright 2009
  • 8. APP science assessment guidelines: levels 3 and 4 Name…………………................................................ AF1 – Thinking scientifically AF2 – Understanding the applications AF3 – Communicating and collaborating AF4 – Using investigative approaches AF5 – Working critically with evidence and implications of science in science Level 4 Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical situations pupils: situations pupils: situations pupils: situations pupils: situations pupils: some simple positive and is appropriate patterns in data presented in © Crown copyright 2009 • Use scientific ideas when describing • Describe consequences of scientific and • Select appropriate ways of presenting • Decide wheninitinvestigations to carry • Identifyformats, including line graphs simple processes or phenomena negative scientific data out fair tests various • Use simple models to describe scientific technological developments • Use appropriate scientific forms of • Select appropriate equipment or straightforward conclusions ideas applications of specific language to communicate scientific information sources to address specific • Drawpresented in various formats from data • Recogniseideas phenomena questions or ideas under investigation scientific is • Identifysupport orevidence thator being scientificaspects of science used within ideas, processes ormathematical • Identify scientific evidence they have used to refute ideas and arguments • Identify jobs or roles particular • Use scientificwhen communicating • Make sets of observations orthe ranges used in drawing conclusions conventions measurements, identifying information or ideas and intervals used • Suggest improvements to their working methods, giving reasons • Identify possible risks to themselves and others      Level 3 Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and practical situations pupils: situations pupils: situations pupils: situations pupils: situations pupils: similarities or • Identify differences,simple scientific • Explain the purposes of a variety scientific data more more control variables patterns changes related to of scientific or technological • Present simpleincluding tablesinand bar • Identify one orfrom those provided in • Identify straightforwardpresentedin than one way, investigations observations or in data in ideas, processes or phenomena developments charts information • Select equipment orprovided to address various formats, including tables, pie • Respond to ideas given to them to • Link applications to specific answer questions or suggest solutions characteristics or properties • Use scientific forms of language when sources from thoseunder investigation and bar charts they have found out in communicating simple scientific ideas, a question or idea to problems processes or phenomena • Describe what investigations, linking experiments or our lives, or • Make some accurate observations cause and effect • Identify aspects ofdo, which areof the based or whole number measurements • Represent things in the real world using work that people simple physical models on scientific ideas • Identify simple advantages of or working together on experiments relevant to questions or ideas under investigations investigation • Suggest improvements to their working methods • Use straightforward scientific evidence to answer questions, or to support their findings • Recognise obvious risks when prompted      BL      IE      Assessing pupils’ progress in science at Key Stage 3: assessment guidelines The National Strategies | Secondary Key: BL-Below Level IE-Insufficient Evidence Overall assessment (tick one box only) Low 3  Secure 3  High 3  Low 4  Secure 4  High 4  5 00067-2009BKT-EN
  • 9. Audience: Secondary science subject leaders Date of issue: 01-2009 Ref: 00067-2009BKT-EN Copies of this publication may be available from: www.teachernet.gov.uk/publications You can download this publication and obtain further information at: www.standards.dcsf.gov.uk Copies of this publication may be available from: DCSF Publications PO Box 5050 Sherwood Park Annesley Nottingham NG15 ODJ Tel 0845 60 222 60 Fax 0845 60 333 60 Textphone 0845 60 555 60 email: dcsf@prolog.uk.com © Crown copyright 2009 Published by the Department for Children, Schools and Families Extracts from this document may be reproduced for non-commercial research, education or training purposes on the condition that the source is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party. For any other use please contact licensing@opsi.gov.uk www.opsi.gov.uk/click-use/index.htm 80% This publication is printed When you have finished with on 80% recycled paper this publication please recycle it

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