Assessment reform in Science Education - Inside … · •Chem Unit 3 Elements, ... * Subscription...

Assessment reform in Science Education

Stella Paes

Copyright © AQA and its licensors. All rights reserved.

x of x Version 3.0 Copyright © AQA and its licensors. All rights reserved.

• Strengthening science qualifications by reforming exams and ensuring they match science education methods

• Testing pupils’ understanding of key scientific ideas and maximising exam results across all levels of ability

• Analysing the new GCSE contents for science subjects

• Ensuring accurate marking of science exams

Reforming Science Education 2016

Curriculum

policy

DfE

Assessment

regulation

Ofqual

Awarding

Bodies

Design & implement

Teaching & Learning


Learned

societies

HEI

The shift in the last few years…….


Motivational?

Easy for tracking

More teaching to

the test?

Superficial

learning?

Better conceptual

flow?

Deeper learning?

Harder to track

progress?

Less motivating for

some?

The Challenge: positive impact on the learning experience of the student


How has reform strengthened science qualifications?


Raises bar for students

1. Written assessment of mathematical and practical skills

Combined Science overall 20% Mathematics + 15% Practical skills

Biology 10% Mathematics + 15% Practical skills

Chemistry 20% Mathematics + 15% Practical skills

Physics 30% Mathematics + 15% Practical skills

2. Deeper learning

Fewer questions reward knowledge in isolation

Many extended response and linked content questions require students to show a sustained line of reasoning

More marks for critical thinking

3. Linear course based on final examination with no internal assessment.

Challenges of Science GCSE for 3-1 students

Most students will study Combined science = EBacc 2 GCSEs

Combined Science assesses 1. Extensive subject content

2. Extended responses

3. Recall and application of

– practical & enquiry skills

– science equations

– scientific terminology

– mathematics

Will it be too difficult?

Will students switch off?

The whole attainment range?


Version 3.08

9-7

High demand

6-4

Standard demand

3-1

Low demand

Higher tier 9-4

Foundation tier 5-1

Students need

To be engaged for the whole course

Teaching & learning matched to need

Resources that motivate and/or inform progress

The challenge is the range of demand!

9Version 3.0

Some students


Don’t believe

that they can

‘do science’

Find abstract

ideas tough

Can’t express

their ideasMade little

progress in

science and are

switched off now

Struggle with any

mathematics

A differentiated approach to Combined science


Rou

te 1 • Combined

Science

• Full Scheme of work

• Full range of ability 9-1 R

ou

te 2 • Combined

Science

• Foundation Scheme of work

• 5-1 range of ability R

ou

te 3 • Co-teachable

scheme

• Use Entry level certificate

• For 5-1 students who thrive on regular feedback

• 6 units double award 6x45 minute tests

• 6 teacher assessed practical assignments

Combined

Science +

ELC

Combined

Science

Foundation

tier

A differentiated approach to Combined science for 3-1 and below


• ELC Scheme of work

• 6 units for a double award with 6x45 minute tests

• 6 teacher assessed practical assignments

• Have a go at Combined science but decide in Y11?

• UNITS map straight across to ELC• Bio Unit 1 The human body

• Bio Unit 2 Environment, evolution, inheritance

• Chem Unit 3 Elements, mixtures and compounds

• Chem Unit 4 Chemistry in our world

• Phys Unit 5 Energy, forces ,structure of matter

• Phys Unit 6 Electricity, magnetism and waves

• Use UAS with ELC for interrupted learners?

Unit

award

route

ELC

route

R

O

U

T

E

4

R

O

U

T

E

5

GCSE Assessment objectives: A thread of progression


3 Key performance areas GCSE

Marks

allocated

AO1

KNOW

CONTENT

Knowing & showing understanding

of what is in specification, this

includes knowing practical

procedures, apparatus &

techniques

40%

AO2

APPLY

Applying and making sense of

observations that can be unfamiliar

(includes processing data and

enquiry approaches)

40%

AO3

EEEs

Evaluating and drawing conclusions

Evidence based decision making

Refining enquiry approaches

20%

The common

key

performance

areas across

all phases

= 60% of

GCSE


Emphasis on

critical thinking

skills

Application of scientific

knowledge and understanding

Interpretation and evaluation

Evidence based argument

Scientific concepts and principles , connections

The Language of Science

Important ‘facts’ & skills

Practical and enquiry skills

KS3

Mastery

framework

GCSE

A level

BUILD

APPLY &

SECURE

A Joined up approach

Managing the Transitions and supporting progress


Ready for

A level?

Ready for KS4?

Two Free Y9 transition tests.

Ready for KS3?

Free Y7

transition

test.

Free secure

end of Y10

exam, Y11 full

mock

Track& inform

GCSE

Progress

KS3 topic tests *

Mini guides for

B,C & P

Suitable for

summer

schools

Track & inform

KS3 Progress

* Subscription from ExamPro

KS4 topic tests *

GCSE practical work


Practical work is a part of what we know as Working Scientifically. It includes

• Apparatus and techniques

• Required practical activities

Practical work should be integrated into day to day teaching and not seen as a separate ‘bolt-on’ to each section of the content.

All the components will be assessed across the papers within questions, therefore an integrated approach is needed.

Assessing Practical work


The thinking behind the doing

Investigative skills

(ISA type skills)

Knowledge of Apparatus and techniques

Assessed in

All Written

papers

15% of

questions

will focus on

required

practical

activities +

ATs

Required practicals support

Practical Handbook that contains

• Required practical summary • Required practical activities• Required practical apparatus lists • Practical as assessed in exams• Guide to improving practical work• FAQs• Suggestions for delivering practical activities on a small

budget.


Sample questions

x of x

Version 3.0


• Assessing practical skils

Fieldwork investigations: Standard demand


0 2 Students used quadrats to estimate the population of dandelion plants on a field.

0 2 . 1 Describe how quadrats should be used to estimate the number of dandelion plants in a

field.

[4 marks]

Copyright © AQA and its licensors. All rights reserved.x of x

Version 3.0

0 7 . 2 Figure 9 shows some of the apparatus that can be used to measure the rate of

photosynthesis.

Figure 9

The rate of photosynthesis in the pondweed is affected by light intensity.

Describe a method you could use to investigate this.

You should include:

what you would measure

variables you would control.

[6 marks]

Photosynthesis: standard demand

Force and extension Standard demand, Higher tier


Version 3.0

The student measured the extension of the spring using a range of weights.

The student’s data is shown plotted as a graph in Figure 3.

Figure 3

What range of weight did the student use?

[1 mark]

Why does the data plotted in Figure 3 support the student’s prediction?

[1 mark]

0 1 . 3

0 1 . 4

Biology AT7


Version 3.0

Real size = micrometres

A scientist observed a cell using an electron microscope.

The size of the image was 25 mm.

The magnification was 100 000

Calculate the real size of the cell.

Use the equation:

Give your answer in micrometres.

[3 marks]

0 1 . 5

Chemistry AT 1, 3 Standard-High


Version 3.0

Figure 6

0 7 . 1 The student set up the apparatus as shown in Figure 6.

Identify the error in the way the student set up the apparatus.

Describe what would happen if the student used the apparatus shown.

Assessment of practical skills Synergy,High demand


Version 3.0

0 6 . 6 A teacher demonstrated an experiment to measure the count rate of a radioactive

source.

Figure 8 shows how the teacher set up the apparatus

Figure 8

Distance in metres Count rate in counts

per minute0.5 108

1.0 38

1.5 23

2.0 18

Table 4

Suggest how the student could modify the experiment to determine the radiation type present

in the source.

[4 marks]

Our examination papers: Straightforward questions


Version 3.0

• Sentences less than 20 words

• No unnecessary scientific jargon

• Unfamiliar terms explained

• Only one command per sentence

• Direct questioning (eg what, why, how) where possible

• Plenty of white space to make questions easier to read

• Scaffolding added to some questions as a guide

• Repeated information removed

• Bullet points used to clearly display information

• Key information in bold

• Italics for binomial names

• Relevant and clear diagrams

• Common standard wording/instruction.

Question Types


Version 3.0

To ensure familiarity we will use the following question types:

• closed: multiple-choice, link boxes, sentence completion

• open: labelling/drawing diagrams, short answer, extended response (including multi-step calculation).

Working scientifically


Sections within Working scientifically

Development of scientific thinking

Experimental skills and strategies

Analysis and evaluation

Scientific vocabulary, quantities, units,

symbols and nomenclature

Working scientifically is the sum of all the activities that scientists do. We feel

it is so important that we have woven it throughout our specification and

written papers.

Our schemes of work will take this further for you and signpost a range of

ways to navigate through this qualification, so your students are engaged and

enthused.

Working scientifically (2)


Version 3.0

Biology required practicals

Required practical activities Apparatus and

technique ref

Bio

log

y &

Co

mb

ined

Use a light microscope to observe, draw and label a selection of plant and animal

cells. A scale magnification must be included. (NEW)

1,7,

Investigate the effect of a range of concentrations of salt or sugar solutions on the

mass of plant tissue.

1,3,5

Use qualitative reagents to test for a range of carbohydrates, lipids and proteins.

To include: Benedict’s test for sugars; iodine test for starch; and Biuret reagent for

protein. (NEW)

2,

8 (Biology only)

Investigate the effect of pH on the rate of reaction of amylase enzyme.

Students should use a continuous sampling technique to determine the time

taken to completely digest a starch solution at a range of pH values.

Iodine reagent is to be used to test for starch every 30 seconds.

Temperature must be controlled by use of a water bath or electric heater.

1,2,5,8

Investigate the effect of light intensity on the rate of photosynthesis using an

aquatic organism such as pondweed.

1,2,3,4,5

Plan and carry out an investigation into the effect of a factor on human reaction

time

1,3,4

Measure the population size of a common species in a habitat. Use sampling techniques to investigate the effect of a factor on the distribution of this species.

1,3,4,6,8


Draft Biology only required practicals (resubmission) (2)


technique ref

Bio

log

y o

nly

Investigate the effect of antiseptics or antibiotics on bacterial growth

using agar plates and measuring zones of inhibition.

1,3,4,8

Investigate the effect of light or gravity on the growth of germinating

seeds. Record results as both length measurements and as careful,

labelled biological drawings to show the effects

1,3,4,7

Investigate the effect of temperature on the rate of decay of fresh

milk by measuring pH change

1,3,4,5


Draft Chemistry required practicals (resubmission)


technique ref

Ch

em

istr

y &

Co

mb

ined

Preparation of a pure, dry sample of a soluble salt from an insoluble oxide or

carbonate, using a Bunsen burner to heat dilute acid and a water bath or

electric heater to evaporate the solution.

2,3,4,6

Investigate what happens when aqueous solutions are electrolysed using inert

electrodes.This should be an investigation involving developing a hypothesis

3,7 (chemistry

only),8

Investigate the variables that affect temperature changes in reacting solutions

such as, eg acid plus metals, acid plus carbonates, neutralisations,

displacement of metals.

1,3,5,6

Investigate how changes in concentration affect the rates of reactions by a

method involving measuring the volume of a gas produced and a method

involving a change in colour or turbidity. This should be an investigation

involving developing a hypothesis.

1,3,5,6

Investigate how paper chromatography can be used to separate and tell the

difference between coloured substances. Students should calculate Rf values.

1,4

Analysis and purification of water samples from different sources, including

pH, dissolved solids and distillation.

2,3,4

Copyright © AQA and its licensors. All rights reserved.Slide 31

Draft Chemistry required practicals (resubmission) (2)


technique ref

Ch

em

istr

y o

nly

Determination of the reacting volumes of solutions of a strong acid and a

strong alkali by titration.

Higher Tier only

Determination of the concentration of one of the solutions in mol/dm3 and

g/dm3 from the reacting volumes and the known concentration of the other

solution.

1,8

Use of chemical tests to identify the ions in unknown single ionic compounds

covering the ions in sections. 1,8


Draft Physics required practicals (resubmission)


technique ref

Ph

ysic

s &

Co

mb

ined

Investigation to determine the specific heat capacity of one or more

materials. The investigation will involve linking the decrease of one energy

store (or work done) to the increase in temperature and subsequent

increase in thermal energy stored.

1,5

Use circuit diagrams to set up an appropriate circuit to investigate a

factor/the factors that affect the resistance of an electrical component. This

should include how the length of a wire (at constant temperature) affects the

resistance of the wire.

1,6,7

Use circuit diagrams to construct appropriate circuits to investigate the V-I

characteristics of variety of circuit elements including a filament lamp, a

diode and a resistor at constant temperature.

6,7

Use appropriate apparatus to make and record the measurements needed

to determine the densities of regular and irregular solid objects and liquids.

Volume should be determined from the dimensions of a regularly shaped

object and by a displacement technique for irregularly shaped objects.

Dimensions to be measured using appropriate apparatus such as a ruler, micrometre or Vernier callipers.

1


Draft Physics required practicals (resubmission)


technique ref

Ph

ys

ics

& C

om

bin

ed

Investigate the relationship between force and extension for a spring. 1,2

Investigate the effect of varying the force on the acceleration of an object of

constant mass and the effect of varying the mass of an object on the

acceleration produced by a constant force

1,2,3

Make observations to identify the suitability of apparatus to measure the

frequency, wavelength and speed of waves in a ripple tank and waves in a

solid and take appropriate measurements. (NEW)

4

Investigate how the amount of infra-red radiation absorbed or radiated by a

surface depends on the nature of that surface. (NEW)

1,4

Ph

ys

ics

on

ly

Investigate the effectiveness of different materials as thermal insulators and

the factors that may affect the thermal insulation properties of a material.

1,5

Investigate the reflection of light by different types of surface and the

refraction of light by different substances.

4,8


Teachers notes


Version 3.0

Student sheet


Transition tests


Summative and diagnostic feedback


Y9 transition test x2 Ready for GCSE?

4

3

Halfway test

2

1

Y7 transition test Ready for KS3?

K

e

y

i

d

e

a

• 10 Key ideas that include the facts, skills and key words to be mastered

• Divided into 4 topics

• Know - apply – extend that can be downloaded separately too

The Y9 Transition analyser


• Analysis of key strands

Compare your

school with

the sample

Student Analyser


Choose student

Report for Sarah Cross

Student

Surname

Student

first name

Total

Mark /58Ready to progress?

Scientific

attitudes

/9

Experimental

skills &

investigations

/21

Analysis

and

evaluation

/29

Cross Sarah 50 ready to progress 9 19 27

School average 27.33 4.15 11.32 13.03

Sample average 27.03 2.98 11.08 13.05

Sufficient progress score 25 3 11 10

Sarah Cross

0

10

20

30

40

50

60

Cross School average Sample average Sufficient progressscore

Marks

0

5

10

Cross Schoolaverage

Sampleaverage

Sufficientprogress

score

Scientific attitudes

0

5

10

15

20

Cross Schoolaverage

Sampleaverage

Sufficientprogress

score

Experimental skills & evaluation

05

1015202530

Cross Schoolaverage

Sampleaverage

Sufficientprogress

score

Scientific attitudes

KS3 Science Syllabus

Copyright © AQA and its licensors. All rights reserved

KS3 Syllabus tracker

Copyright © AQA and its licensors. All rights reserved

Mastery of the big ideas = Know + Apply


Version 3.043


Thank you

Support list

Subject department:

GCSE

[email protected] / 01483 477 756

A level


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Exam change essentials

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5-1 students who thrive on regular

feedback

mailto:[email protected]



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