I like the attempts by Ofqual to really get teachers thinking about the assessment objectives, although as with everything there is still some way to go with this #ASEChat
This one says 'you should include an explanation of the process'. Markscheme implies method without explanation is max 2/6, but the indicative content is a bit cyclical (evaporate the water to evaporate the water), so turned to twitter. #asechat
I think would be interesting to hear how people approach these - I wonder if it has to do with A Level teaching (& lab book debate). We started with separate books but have gone back to integrated with class work. #asechat
In reply to
@ViciaScience, @TwinklSecondary, @NeedhamL56
I agree. A great improvement on what went before, as long as used to develop application and evaluation as well as knowledge or skill. But there are other uses of practical work besides apparatus and techniques #ASEChat
In reply to
@mrsjmasters, @TwinklSecondary, @NeedhamL56
#asechat - Have thought more carefully about what the practical should achieve - in terms of skills inc working scientifically as well as app & techniques; focus on underlying science and then thinking about application too
A1 I liked the ISAs at first, when they replaced coursework, thought it had the right mix of writing and practical - then they got silly, e.g. paper one questions always they same... #asechat
I think would be interesting to hear how people approach these - I wonder if it has to do with A Level teaching (& lab book debate). We started with separate books but have gone back to integrated with class work. #asechat
In reply to
@ViciaScience, @TwinklSecondary, @NeedhamL56
Yes I believe so, for example the Bio F paper had quadrats in the exam, if I remember rightly it was a large question, there was a lot of opportunity to discuss scientific ideas. But then I guess it would be whether you are teaching it for the exam.. #ASEChat
#ASEChat - worth sharing (or selling?) this. Not easy to find manufactured lab books with the range of page types needed for drawing specimens and graphs
#asechat Recently have been trying some different pracs and thinking about how to extend to more investigative work - e.g osmosis using potato in different concentrations of blackcurrant squash - comparing different brands and sugar content
So the kids saw them as linking to the theory rather than "here's a separate practical lesson". At A Level I think they understand that link, books or no, whereas less so at GCSE. #ASEChat
A1 - last point I'll make about ISAs - they also made students think less of the written papers, because they got so much help with the ISAs, they thought teachers might know something about the exam papers... #asechat
We're going the other way. Integrated last year, separate book this year. I'm currently ambivalent. Think the kids will like this, but for the wrong reasons. Like you say: separates it from theory, imo. Want them to be part of the whole thing #asechat
Yeah I agree. I had to use a seperate booklet, and they them saw the required practicals as a standalone hoop jump, not as part of the course.
Seperate knowledge, rather than integrated. #asechat
Our technicians much prefer it - results don't have to be "perfect", so less pressure all round. Also don't need everyone doing the same thing at once! #asechat
Also, I think there's more chance of them seeing it as a set method/ practical, rather than concentrating on the ideas behind it, if it's separated into different book. But I'm willing to try it and reserve judgement for now ;-) #asechat
I am sure I have heard each of the AOs mention that they would encourage flexibility in approach. Was this flexibility reflected in the questions asked of students? #ASEChat
#asechat positive - more dialogue between maths and science teachers; and, e.g., sc teachers watching maths teachers teaching the science related maths.
Yep. The final conversation I had with my y11 triples was to remember it wouldn't necessarily be the practical we did exactly as we did it. I gave magnesium carbonate as a possible example of something they might ask about.... ;-) #asechat hope at least one person listened!
#asechat - Been working with our local technician network to trial different pracs - microscale for chemistry; osmosis using blackcurrant squash and potato and also salt solution and eggs ....
I'd be interested to hear what you think this time next year. I haven't put too much distinction between what is req prac and what is a prac I think adds value etc - are you going to do all prac in separate book, or just the required? #asechat
#asechat positive - more dialogue between maths and science teachers; and, e.g., sc teachers watching maths teachers teaching the science related maths.
#asechat positive - students came out of the first exams feeling that they had done well. (Not necessarily what some thought would happen, me included).
Some of my heads of science were thrown by the equations being given for some questions - I guess this links to flexibility as the exam boards could test recall of equations or not... 😀 #ASEchat
In reply to
@ViciaScience, @gregtheseal, @OCR_Science
#asechat - last point about carrots, but the spec does say osmosis related to 'plant tissue' so i don't know why everyone lost their minds - they did a bog standard osmosis expt and replaced the word potato, with carrot (teachers - read the spec, not just worksheets/text books!)
Some of my heads of science were thrown by the equations being given for some questions - I guess this links to flexibility as the exam boards could test recall of equations or not... 😀 #ASEchat
In reply to
@ViciaScience, @gregtheseal, @OCR_Science
#ASEchat - I'm like the idea of not having a separate lab book, but then again, learning the required practicals will be what kids want to do - so better to have it all in one place. The teacher/examiner arms race has started - just look at the number of resources for req pracs.
Just the required pracs. It's a dept thing, so I'm trying to be professional and not have an opinion ;-) but yes- I want them to think about the hows and whys of practical work in general, not just in the required pracs.
#idealworld#asechat
Indeed but they hadn't considered how this would look in the exams. I think the lack of specimen material was a frustration felt by many too, especially early in the life of the course #ASEchat
Good point, We have to remember to keep going back to the AB web site, for updated information, rather than use our downloaded version which could be out of date #ASEChat
In reply to
@gregtheseal, @hrogerson, @damianainscough
But this is the first that didn’t have modules? You could use 2006 to help with 2011 and quickly the practice papers built up because of modules. #asechat
In reply to
@damianainscough, @cleverfiend, @ViciaScience
I sympathise over the lack of good quality SAMs but from a different perspective I guess the examiners were as much in the dark and unsure of how to write good questions. This has become a significant challenge for AOs #ASEChat
I suspect departments who test regularly and use this information to generate predicted grades for data drops were the ones who felt this the most... At least the uncertainty is in the past now about what the exams could look like! 😀 #ASEchat
The lack of a suitable pathway for students with special needs etc. Too much content and too many exams for many special needs learners! Links to the obsession with progress 8 😱😱 #ASEchat
Discussed this with a colleague who thought the use of 'carrot' was a trick to trip up less able students. We still need to consider what AO2 really means #ASEChat
Current Y10 have had a much smoother experience than Y11 had (best described as "omnishambles"). Other negs have mainly been where schools have tried to do impossible things with tracking- not really fault of spec. #asechat
That might have been a more convincing argument if we didn't agree to link/peg outcomes to previous cohorts so we end up with lots of change to increase resolution at the top and reduce it at the bottom... 🙁 #ASEchat
That might have been a more convincing argument if we didn't agree to link/peg outcomes to previous cohorts so we end up with lots of change to increase resolution at the top and reduce it at the bottom... 🙁 #ASEchat
I sympathise with parents and others who have to get to grips with a change in grading. The timing of changes, the comparison with A level, and the complexity of double grades for combined seems unnecessary #ASEChat
Interesting opinion voiced by AB last week appeared to say SEND students best supported by a change in teacher behaviour rather than change the examination / specification? #ASEChat
I'm doing a one man tour of local schools running the STEM 1-3 GCSE course. Impressed by the desire to engage, frustrated that valuable time is in short supply to prepare to teach these students 🙁 #ASEchat
One AB suggests all questions are 'ramped' so that marks easier to obtain by attempting first parts of every question, rather than attempting first couple of questions then giving up #ASEChat
More schools entering whole cohorts? ( not mine). There is talk that due to lack of specialist teachers and progress 8 it is a better option for schools!!!!
Also unless solid 6 we were told that F is best #asechat
Many schools using entry level certs to cover NC then entering students for a single science GCSE. My concern about 3 different grade 4/5 in triple is that it has narrowed the child's curriculum #opportunitycosts#ASEChat
