1. Understanding the benefit of specific question types in teacher assessment in primary science Clare Warren - c.warren4@herts.ac.ukc.warren4@herts.ac.uk All references on paper found at dropbox

2. Report of the Commission on Assessment without Levels “strongly believes that a much greater focus on high- quality formative assessment as an integral part of teaching and learning will have multiple benefits.” The Government response “supports the Commission’s view that schools should place a high value on day-to- day formative assessment that does not rely heavily on the collection of data and hope this will lead to reductions in teacher workload.”

3. Small scale research project Funded by the Royal Society of Chemistry. One day workshop based on questioning for teachers in Beds PSQM hub. Developed and facilitated by Andrea Mapplebeck (www.formativeeducation.co.uk)www.formativeeducation.co.uk Teachers developed questions in Key Stage phases Focused on – Hinge point questions – Real time quizzes – Rich questions

4. Hinge point questions Success criteria for Hinge point questions: Quick for teachers and learners Link to misconceptions Includes the alternative ideas Multiple answers (more than one correct) https://vimeo.com /104059936

5. PRIMARY SCIENCE QUALITY MARK® In which of these sports can you improve performance by reducing friction: A)Long jump B)Bobsleigh C)Running D)Swimming Example Hinge point question Plickers!

6. PRIMARY SCIENCE QUALITY MARK® “regular testing increases learning” (Wiliam and Leahy, 2015, p93) Success criteria for Real time quizzes: One correct answer All involved for recall Assesses knowledge Quick for teachers and learners Real time quizzes

7. PRIMARY SCIENCE QUALITY MARK® A – Magnetic B – Non magnetic Pencil Baked bean tin Plastic ruler Iron filings Bone Breakfast cereals Real time quiz example

8. PRIMARY SCIENCE QUALITY MARK® Success criteria for rich questions: It has a context (real life) Opportunity for explanation/reasoning Draws on previous knowledge or experience A variety of possible answers Students can investigate to find out the answer Open questions Rich questions

9. Imagine you are an estate agent. How would you sell this log to a woodlouse? Rich question example

10. PRIMARY SCIENCE QUALITY MARK® 18 teachers from Bedfordshire hub Questionnaire administered one month after the workshop 12 out of 18 returned fully or partially completed. Asked respondents about their practice before the workshop (1 month ago) and currently. Qualitative and quantitative answers. Self-reported Relies on recollection Methodology

13. Before the workshop Assess understanding prior to/during/after teaching Scaffold learning Identify misconceptions Prompt thinking & initiate discussion Recap previous learning Purposes of questions After the workshop As left but also More emphasis on deeper thinking Allowing pupils to find thing out for themselves Peer and self-assessment Check deeper understanding of a concept Allow children to reflect on own learning More follow up questions Extend more able children

15. Benefits Highlight misconceptions Every child shows a response I know where to take the learning next (move on or not) Quick and easy to fit in a lesson Higher order thinking required Hinge point questions Drawbacks Hard to write and takes time to write them Need different plan according to different responses Not always easy to quickly unpick where they are going wrong

16. Benefits Repetition of information to aid memory Easy to quickly see learning/ knowledge across whole class Fun and works well with competitive class Children engaged and motivated Can be used in mini-plenaries Real time quizzes Drawbacks Children may copy if not carefully managed. EYFS children can’t read so need to say the question and they don’t always understand what to do Might interrupt learning

17. Benefits Deeper thinking (extends more able) and shows if children have really understood. Promotion of dialogue & develops problem solving skills Allows children to develop own ideas & be scientists Promotes children asking their own questions Draws on prior knowledge to support reasoning Lend themselves to Working Scientifically Enthuses, engages and motivates curiosity Identifies and explores misconceptions Makes science relevant Rich questions Drawbacks Time constraints/staying on task Some children may need scaffolding Risky – teachers may enter territory they are not confident in Takes time to compose questions

18. PRIMARY SCIENCE QUALITY MARK® Changed type of questions asked Changed who responded Benefits outweighed the drawbacks Wide range of benefits often focused on higher level thinking Results Wider sharing of the training Extend beyond science curriculum Share the questions created Recommendations https://www.future learn.com/courses/ assessment-for- learning-stem

19. PRIMARY SCIENCE QUALITY MARK® There’s little point framing a well-conceived question and giving ample ‘wait time’ to answer it, if we fail to engage with the answer they give and hence with the understanding or misunderstanding which that answer reveals.” (Alexander, 2006, p25)

20. PRIMARY SCIENCE QUALITY MARK® Power point Paper with references The question which were created C.warren4@herts.ac.uk Dropbox https://www.dropbox.com/sh/91hzb9tmpo zl8tg/AABDfQpS2rruV dlTuY_L80gxa?dl=0