Triple science raising attainment

1
Triple science raising attainment

• Section 2 assessment

2
Guidance for CPD provider

• This pack contains
• overview of section
• session outcomes
• activities for use in school, with background
  information if appropriate
• list of resources needed for running CPD sessions

3
Overview of section

• In the assessment section we will
• look at how progression in scientific
  understanding follows on from key stage 3 into
  GCSE biology, chemistry and physics courses
• help identify next steps in learning
• produce activities to promote peer and self
  assessment in coursework.

4
Session outcomes

• Teachers will
• Plan the progression in teaching and learning
  from key stage 3 into GCSE triple science
  courses.
• Consider strategies that can be used to help
  pupils recognise their own progress, and
  understand their next steps in learning.
• Be familiar with sources of data and how data can
  be interpreted to recognise progression.

5
An assessment model
Where are we now?
How do we measure if we were successful?
What more do we want to achieve?
What do we need to do to make it happen?
6
Activity 1 Where are we now?

• What is the national picture for GCSE in the
  sciences?
• Select a science subject biology, chemistry or
  physics.
• Decide on any trends or issues in GCSE results
  for this subject over the last two years.
• Compare the results with those for double award
  science over the same time interval.
• Predict likely trends if the entries for
  examination in this subject were to increase.

Where are we now?
7
What more do we want to achieve?
What more do we want to achieve?
8
Activity 2 Assessment review

• Fill in this questionnaire in discussion with a
  colleague.
• Identify where you would like to see changes made
  in assessment practice over the next 18 months.
• Decide how you might implement two or three of
  these changes.

What do we need to do to make it happen?
9
Activity 3 - Mapping the teaching of key ideas

• Chose a science subject biology, chemistry or
  physics.
• Chose a specification AQA or OCR Gateway.
• Decide on a progression route for the different
  units in the specification, and how these map
  onto progression in the five key ideas from KS3.
  Space has been left on the template for the
  addition of extra columns.
• Discuss your response with colleagues who have
  chosen other subjects or specifications.

What do we need to do to make it happen?
10
Activity 4 - More Mapping - Processes and skills
in science

• The template has listed the key processes from
  key stage 3 into 5 areas, and mapped progression
  in each.
• Insert different sentences from the GCSE science
  criteria grade descriptors into the template at
  the relevant points.
• Decide on a GCSE grade for each row in the
  template.
• Discuss with colleagues how you would complete
  the template for grades B and A.

What do we need to do to make it happen?
11
Activity 5 Coursework assessment
Each awarding body has developed a unique scheme
for coursework assessment. They range in
weighting from 25 to 33.3 of the GCSE award. In
this activity consultants work with teachers to
develop a pupil assessment sheet for different
components of GCSE coursework. The sheet helps
pupils understand and apply the assessment
criteria to other pupils work and ultimately
their own work. GCSE Biology B (J643)
What do we need to do to make it happen?
12
Activity 5 Coursework assessment

• Task
• Choose a topic from the OCR data task by module
  list.
• Create a peer assessment grid, with a list of
  criteria for assessment, and an indication of
  grade attained. This will be used by pupils to
  assess their peers work (and their own).
• Create a grade guide for the teacher which could
  be shared with pupils

.
What do we need to do to make it happen?
13
How do we measure if we were successful?

• There are a number of data analysis techniques
  available to schools to help evaluate
  performance.
• Teachers may need support in using some of the
  following techniques
• Subject average point scores
• Contextual value added tools
• Relative Performance Indicators

Contextual value added scatter graph
How do we measure if we were successful?
14
Resources for CPD session

• Activity 1 Where are we now?
• Cumulative frequency graphs for science GCSE
  2006,7
• Participants require either biology, chemistry
  or physics graphs. All participants require
  double award graph.
• Activity 2 Assessment review
• Participants work in groups. Each group requires
  one assessment review form
• Activity 3 Mapping the teaching of key ideas
• All participants require a mapping key ideas
  template and one subject specification sheet
  choosing from biology, chemistry or physics.
• Activity 4 Mapping processes and skills in
  science
• Processes and skills mapping template
• Grade C and Grade A grade descriptors from QCA
  criteria for science GCSE, each individually
  numbered.These could be supplied on card, cut
  into individual statements.
• Activity 5 Coursework assessment
• Peer assessment template and teacher grade
  guidance template
• Access to list of data tasks by module from OCR
  Gateway unit 4
• Access to copies of level response grids
  (teacher and student speak versions) and teacher
  checklist of skills
• Background information and data task skills to
  be assessed sheets also available