Assessing science enquiry Liz Lawrence Assessing science enquiry

Discussion What challenges have you found when assessing working scientifically? What solutions have you identified?

Issues What does the expected standard look like In Y2, 4, and 6 In Y1, 3 and 5? What is the progression in the different skills and aspects of working scientifically? Is assessment leading to effective differentiation which allows all groups to show what they can do How to judge whether pupils are working above the standard (greater depth)? What evidence to collect? Do pupils have enough opportunities to make progress and show consistent independent attainment across different elements of working scientifically?

Progression in enquiry skills From simple to more elaborate skills Observing main features / observing details Concluding that a change in one variable does affect another / identifying the direction and nature of the relationship From effective use in familiar situations to effective use in unfamiliar situations From unconscious to conscious action - meta- cognition – awareness of own thinking and reasoning processes during an enquiry Harlen and Qualter 2009

Progression in working scientifically Children become increasingly autonomous in their decision making and activity Children become increasingly systematic and accurate in their collecting, analysing and reporting of evidence Children increasingly build on scientific ideas in their predictions and explanations.

Evidence Evidence presented for moderation of maths and English at KS1 and writing at KS2 will consist of: examples of pupils’ work from everyday teaching teachers’ knowledge of their pupils Minimal and focussed recording – good examples not provided for KS2 in exemplification Evidence of asking questions, decision making and practical skills e.g. measuring accurately Observation, photos etc – some in KS1 exemplification Skills demonstrated across the different enquiry types (limited in KS1 and very poor in KS2 exemplification)