Good evening, it is 8pm, so it is time for #asechat. Tonight the topic is assessment regimes. Is yours set by you/the department/the school/the MAT or a combination?
I have just finished a set of 30 minute end of topic assessments for our school. I am sharing them with other HODs in our MAT which is optional to use. They are made of test base questions and GCSE questions for KS3 . They are linked to the PLCs that we have written #asechat
1/2 We have been spending gained time improving our assessments as it’s been a little variable, shall we say, by teacher. Linked to numerous changes in staff and SoW in recent year. Assessments hadn’t caught up. #ASEChat
Kids are going to spend an hour each sitting them, staff are going to spend at a chunk of time each marking them, then you'll both spend a chunk of lesson feeding back.
I don't see the worth in saving a few hours putting the paper together?
#asechat
#asechat I know what you mean, our KS3 assessment is fine, but we've struggled to get enough time and resources together to assess key stage 4 as well as we'd like. Hopefully will be sorted next year. Have decided on a plan.
Sometimes seems like tests are their to generate raw data for making coloured spreadsheets... perhaps one formative assessment used well is better than a string of tests that are not used formatively. #asechat
Ours are 30 minute tests, they then are self assessed, and we calculate a %, students than choose an area in which they have underperformed and then work on that area #asechat
#asechat good point about having a good balance in assessments. I think you could get caught up in getting a spread of knowledge and forget to think about the different AOs.
I guess this answers 2 questions in one - we make our own using exampro for the AQA spec. They are made by the KS4 coordinator and checked by the 'unofficial' lead teacher for each science within the dept. They must consist of AO1, AO2, and AO3 Qs as close to real thing as poss.
#ASEChat I did an audit of our assessments and found that they were very heavily focused on knowledge when, lo-and-behold, this wasn't the area of the spec the kids were struggling with. It's meant that we've been building more weird and wonderful contexts into our lessons...
Guess it depends on the purpose of the test?
For me, if it's the first time they've seen the content, the test is to know which content they do/don't understand, so the more complex AOs could come later?
Or perhaps that has been covered with AfL as it's learnt? #asechat
Definitely for students with topic tests. Data informs teachers re adapting medium term plans. Not primary grading tool. We have mid and end of year assessments set by our MAT for that. #asechat
Most units at ks4 have a test. We use Q's from Exampro, set by us. At ks3 we have included Q's we've written so that there was more opportunity for extended answers. They have 3 tests per year. #asechat
#ASEChat to hit the AO2, and even writing our own AO3 questions using the root of a question and its accompanying diagram. We're not quite there with this and some are better quality than others but it will get better.
Sounds joyous!
The more lovely contexts they've been exposed to and picked the science out of, the better they'll be at it when they get a curve ball in the exam.
#asechat
I think a range of approaches towards assessment is helpful, e.g. even if it is one question that everyone does together for a few minutes - and a little and often approach can help build those non AO1 skills needed in the exam... #asechat
If you are setting your own tests are you setting tests that students should be able to do or are you trying to create ones that will discriminate? Or another purpose? #asechat
#asechat I've just been marking a few extra clips from GCSE chemistry now the marking cap has been lifted; not sure I can face a discussion on assessment right now!
...and it feels like the spec lifetime is like an arms race - examiners set a certain standard/tone/style - teachers clock it and prep the kids, examiners switch it a little, teachers clock it... etc. Hence the sawtooth pattern of grade boundaries over new specs #asechat
We are using the Activate tests at key stage 3 - they're hard! But we think it has helped the students take them seriously and a lot of them therefore take revision seriously too. For me the revision is the most important bit. #asechat
Fingers crossed the new spec is hard/broad enough, and they keep setting curveballs to stop/minimise the effect.
Hopefully we can reward learning/teaching science, rather than science exams.
#asechat
I want to create more multiple choice tests to check the knowledge, using something like zip grade could make it all quite quick and not distract too much from teaching. #asechat
Both!
For AS class (the only one I was allowed to set myself - rest by MAT), I aimed for half which anyone who'd worked and understood content would get 100% in, then half which quickly ramped to pick out grades. #asechat
I remember when using multiple choice tests was frowned on. But when I was at school it was how I was assessed all the time - test put into plastic wallet 2 minutes to mark. #Asechat
I think this is a problem - it's a real skill to write good questions. When I start to write tests from scratch they can take 10-20 hours to do a good job. #asechat
Maybe that is what it was - when I left school the teachers were using them, when I started teaching 5 years later it was frowned on. That is when the module GCSEs started. (They might have been easy, but my students still struggled!) #Asechat
As a student I HATED them.
It all felt so pointless that they added up to such a little % of the course.
As an ITT I had teachers tell me multiple choice wasn't a valid test method. They clearly hadn't seen the ones on AS/A level physics! #asechat
I am finding that the 'big' summative assessment we do as a department is settling into a pattern nicely after all the curriculum change. But the formative and 'checking' bits are less easy to pin down. #asechat
... We use end of topic tests, but our-attaining students perform poorly on these and they/we see little benefit from doiny them. Looking at more frequent, shorter low-stakes assessments, with perhaps a couple of longer assessments at checkpoints in the year. #asechat
Sorry to come to this late, thanks for the poke, Richard. Very appropriate topic as I try to put together some thoughts for @theASE Best Practice Guidance on Assessment in Science - in 2 sides of A4!! (@NeedhamL56 likes to set a challenge) #ASEChat
In reply to
@hrogerson, @ViciaScience, @theASE, @NeedhamL56
Been going through all my pre-2008 teaching files and found some multiple choice question from the pre-2006 GCSE. I am thinking that I will re-purpose them. #asechat
Sorry to come to this late, thanks for the poke, Richard. Very appropriate topic as I try to put together some thoughts for @theASE Best Practice Guidance on Assessment in Science - in 2 sides of A4!! (@NeedhamL56 likes to set a challenge) #ASEChat
In reply to
@hrogerson, @ViciaScience, @theASE, @NeedhamL56
you always ask a tricky Q! I am still figuring this out. But the A-level questions are hard to predict. I find discussing practical work verbally is really important in Y12 as they do find it difficult to analyse validity initially. #asechat
Sorry to come to this late, thanks for the poke, Richard. Very appropriate topic as I try to put together some thoughts for @theASE Best Practice Guidance on Assessment in Science - in 2 sides of A4!! (@NeedhamL56 likes to set a challenge) #ASEChat
In reply to
@hrogerson, @ViciaScience, @theASE, @NeedhamL56
I think that is a sensible programme. We're keen to move to a model like that at key stage 4. Good point about the content not in the assessment. #asechat
I am just re-writing end of topic tests- 10 1 mark qs of basic recall, 5 2 mark basic application. Then 5 exam style questions. We have high proportion of EAL need something they can access at gain at least a few marks #asechat
'Back in the day' before GCSE we used to write whole CSE papers in science - learned a lot from this, particularly with local group moderation. Teachers no longer get the chance to contribute to high stakes assessments #ASEChat
The 'formative and checking bits' need to be pinned down at the planning stage so it is clear to the teacher where the teaching is going. And helps it become clear to the student what is expected, and what the learning is about.
I don't think that I would know half as much as I do about assessment without the @theASE conference and hearing @DrDav and @MaryUYSEG speak. Definitely something teachers benefit from. #asechat
In reply to
@ViciaScience, @theASE, @DrDav, @MaryUYSEG
I think many teachers would agree with you, that the techniques and apparatus aspects need discussing as well as doing. Reminded of this at todays Good Practical Science meeting when the phrase #carrotgate came up once more #ASEChat
For key stage 3 we test at the end of each topic in the autumn term, in the spring and summer we see how we are doing time wise! But if we can we will test. Then we have an exam about the whole year content in June. #asechat
yes I agree that @theASE conferences are such a greta opportunity to hobnob with the who’s who of science education, you mentioned a couple of class acts there! #asechat
I don't think that I would know half as much as I do about assessment without the @theASE conference and hearing @DrDav and @MaryUYSEG speak. Definitely something teachers benefit from. #asechat
In reply to
@ViciaScience, @theASE, @DrDav, @MaryUYSEG
Well I suppose I’d better join in with the topic, having spent the last 10 mins advertising the benefits of @theASE (You could also be a member!) #asechat
At key stage 4 we test them at the end of September/start of October on the content from that year. Then in January Y11 have mocks, we'll test Y10 in February/March and again in June (GCSEs for Y11 or end of year exams for Y10). #asechat
I think it makes sense to test as you go (nip problems in the bud etc), but I don't see why these need to all look like mini GCSE exams.
As you suggest, are we stuck in a modular mindest? (Same reason we do excessive tracking?)
#asechat
Yes! Definitely... Just a couple of meetings in the year - get some kids responses to a question or a task and see if the teachers agree on the assessment and discuss. Very, very powerful. #asechat
Absolutely essential, not just between science teachers but also between physics, chemistry and biology teachers otherwise children cannot see the patterns and commonality between disciplines or between year groups #ASEChat Look at @theASE PLAN resources for ideas on moderation
At key stage 5 we test at the end of the topics, then a mock in January and the real exams in June. We're one of the few still doing As exams.... how much longer will they exist? #asechat
I think it makes sense to test as you go (nip problems in the bud etc), but I don't see why these need to all look like mini GCSE exams.
As you suggest, are we stuck in a modular mindest? (Same reason we do excessive tracking?)
#asechat
Yes I agree. But it may not be intentional that osmosis becomes fixed with a potato context in children's minds - they often find ways of fixating on the unintended #ASEChat
This is to help the students get an idea about their current learning and provide data for reports. The tests are hard and it means they take their revision for the end of year exams really seriously. #asechat
I'm not a HoD anymore but if I was, I'd be quite keen to ask my teachers to write what they thought were the answers for a paper and then ask a colleague-friend to mark it when the markscheme came out - and use that as a basis of discussion. #asechat
Probably it is an inherited situation and of course you need to know if children have grasped what has been taught before moving on to new topics. But I am not convinced using past GCSE questions with Y9 is the way to do this #ASEChat
Indeed, but if they've only done the practical with potatoes, heard it spoken about with potatoes, and all the past paper Qs they've done are about potatoes, then it's not a huge leap for kids to think it's all about potatoes?
Varied contexts help everything
#asechat
Trying to move towards more of this, particularly with low-attainers at GCSE in the first instance. The big "all-in" end of topic tests often freak them out and end up with many unanswered/poorly attempted questions. Want to build confidence and develop regular review. #asechat
If you are looking for the PLAN resources scroll down to the assessment bit of this page https://t.co/89slyNqe0u you would pick up some good info about what Y4,5,& 6 are up to #transition#asechat
Absolutely essential, not just between science teachers but also between physics, chemistry and biology teachers otherwise children cannot see the patterns and commonality between disciplines or between year groups #ASEChat Look at @theASE PLAN resources for ideas on moderation
Really good point, we are a bit sneaky and use our assessment regime and the support we give for end of year exams as a bit of a recruitment tool to separate science - seems to be working currently. #asechat
I do not think we do ourselves any favours by making out science is hard. I cannot think of much more disincentive to study a subject as repeatedly getting marks in the 0 - 30% range, which was my experience of using past papers with young groups of students #ASEChat
By this I mean that the students come out of the end of year exams feeling that they can do science as the tests do discriminate, but the first 50% is achievable by all. #asechat
Yup, and then you say "Don't worry, the grade boundaries are really low, everyone nationally found it hard".
Which might be true, but hardly motivational.
#asechat
If you are looking for the PLAN resources scroll down to the assessment bit of this page https://t.co/89slyNqe0u you would pick up some good info about what Y4,5,& 6 are up to #transition#asechat
Absolutely essential, not just between science teachers but also between physics, chemistry and biology teachers otherwise children cannot see the patterns and commonality between disciplines or between year groups #ASEChat Look at @theASE PLAN resources for ideas on moderation
