1. Assessing science enquiry
Liz Lawrence
Assessing science enquiry

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

3. 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?

4. 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

5. 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.

6. 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)